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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.

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Erin E. Baldinger, Matthew P. Campbell, and Foster Graif

Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.

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Krista L. Strand and Katie Bailey

K-5 teachers deepen their understanding of the Common Core content standards by engaging in collaborative drawing activities during professional development workshops.

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M. Kathleen Heid

Technological tools for mathematics instruction have evolved over the past fifty years. Some of these tools have opened the door to explorations of new mathematics. Features of others have made access to curricular mathematics more convenient. Thoughts on this evolution are shared.

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Marian Dingle

When we consider the school experience from the student perspective, we are open to change our practices to embody the very principles in which we believe.

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Ed Dickey

A personal reflection by Ed Dickey on the influence and legacy of NCTM's journals.

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Angela T. Barlow

In this commentary, I share my changing perspective of our new journal as I advanced through the process of becoming the inaugural Editor-in-Chief. Within this narrative, I offer insights into the affordances of the new features of the journal and its contents.

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Brandy Crowley and Tracy Harper

Welcome to A-town! All the residents of A-town have names that start with the letter A! Could you live here? Join these students as they solve problems around their neighborhood. Remember, math is everywhere.