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We tiered instruction for a class of seventh grade students during a proportional reasoning unit by providing the same problem with different numbers to different groups of students. We explain why we tiered, show students' work, describe what students learned, and give recommendations about differentiating instruction.

One goal for teacher preparation programs is to develop preservice teachers' ability to plan student-centered lessons that include meaningful mathematical discourse. The five practices for orchestrating productive mathematical discussions provides one framework for planning this critical component of mathematics instruction. This chapter discusses several strategies the authors implemented in undergraduate mathematics education courses. Mathematics teacher educators can use these strategies to support preservice teachers as they develop their understanding of mathematical discussions and their mathematical knowledge for teaching. The culminating activity, a three-part lesson planning sequence, prompts preservice teachers to apply knowledge of the five practices to plan responsive lessons in which student thinking is centered.

The purpose of this study is to compare gendered leadership expectations between two disciplines: biology and engineering, specifically women leaders in mechanical engineering and computer science engineering, sub-disciplines with similar disciplinary cultures (Becher & Trowler, 2001;Gibbons, 2009; Yoder, 2016). In doing so, I address how gendered experiences in a masculinist culture shape women's leadership styles. Women in both disciplines exhibited traits consistent with a collaborative style of leadership. The influence of masculinist culture, or cultures that favor men and devalue women, (Gunter, 2009; Katila & Merilainen, 1999; Maatta & Lyckhage, 2011), led women in both disciplines to believe they needed to toughen up to fit in. Yet women in both disciplines adopted or aspired toward an empathetic leadership style, of care and concern for others to push back against the masculinist culture. Women leaders in both disciplines experienced elements of a gendered organization, including the presence of an "Old Boys Club", lack of senior women mentors, the burden of service work, negative perceptions of leadership behavior, silencing and the inability to be heard.

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