Even though there is a great temptation as teachers to share what is known, many are aware of an idea called "rules that expire" (RTE) and have realized the importance of avoiding them. There is evidence that students need to understand mathematical concepts and that merely presenting rules to carry out in a procedural and disconnected way is not effective. This article considers the idea that perhaps there is an important shift from teaching in an "arithmetic-centric" way to focusing instead on deeper mathematical thinking. The authors suggest the path forward should be starting with RTEs and seeking antidotes for them by having students use multiple representations and build generalizations. This can give students the tools to use when they need to 'see' models to understand a problem.