Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.

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### Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner

### Lucy Rycroft-Smith

This piece is a rumination on flow, pattern, and edges/transitions, focusing on polynomials of odd degree and overlaying/underlaying the flow of the graphical structure with a rainbow to suggest the central importance of queer visibility in mathematics.

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

### Lori Burch, Erik S. Tillema, and Andrew M. Gatza

Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.

### S. Megan Che, Juliana Utley,, and Stacy Reeder

This article illustrates ways to extend Two Ways into high school mathematics content and advantages of doing so.

### Kelly Hagan and Cheng-Yao Lin

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

### Trena L. Wilkerson

How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?

### George J. Roy, Jessica S. Allen, and Kelly Thacker

In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.

### Tim Erickson

We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.