This is a playbook about teaching and learning mathematics. It is not just focused on the content, skills, procedures, conceptual understandings, and application of mathematics, but the teaching and learning of mathematics in our schools and classrooms. From counting to conic sections, patterns to permutations, radii to rational equations, and fractions to fractals, the questions we aim to answer include: 1. How do we foster, nurture, and sustain mathematics learning? 2. How do we approach the teaching and learning of mathematics to ensure all learners have equity of access and opportunity to the highest level of mathematics learning possible? 3. What are the non-negotiables in a high-quality mathematics task? 4. How do we know if learners really "get it"? These are the questions the authors strive to address in this playbook

What are the elements of mathematics teaching and learning? -- How do I identify the elements of mathematics teaching and learning for my own classrooms? -- How do I evaluate the inclusion of all aspects of mathematics teaching and learning in my own classroom? -- What is a mathematics learner and what makes a mathematics learner in my classroom? -- What is an engaged mathematics learner? -- What are the misalignments, misconceptions, and missed opportunities in mathematical learning and engagement? -- What are the characteristics of a rigorous mathematics task? -- How do I facilitate "math talk" in my classroom? -- How do I implement worked examples in my mathematics classroom? -- How do I scaffold mathematics tasks in my classroom? -- How do I activate deliberate practice in my mathematics classroom? -- How do I generate evidence of and for learning in my mathematics classroom? -- How do I make sure I notice the evidence in my mathematics classroom? -- What is the role of feedback in my mathematics classroom? -- How do I develop self-regulated mathematics learners?