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S. Asli Özgün-Koca, Michael Todd Edwards, and Michael Meagher

The Spaghetti Sine Curves activity, which uses GeoGebra applets to enhance student learning, illustrates how technology supports effective use of physical materials.

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This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This month in the Coaches' Corner, take a closer look at CCSS Standard 3 for Mathematical Practice, Explain and Justify. Coaches may want to demonstrate the integration of math and writing with Speak, Write, Reflect, Revise, a five-step approach for integrating problem solving and the writing process.

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Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

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Bobson Wong and Larisa Bukalov

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.

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David A. Yopp

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.

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Lisa Berger

An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.

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Amy F. Hillen and LuAnn Malik

A card-sorting task can help students extend their understanding of functions and functional relationships.

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Marion D. Cohen

Studying mathematics-related fiction and poetry helps students develop an appreciation for both mathematics and literature and an understanding of the connection between the two.

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Sonali Raje, Gail Kaplan, and Michael Krach

The Chinese number pyramid puzzle serves as a means to develop students' critical thinking skills.

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Corey Webel

Do you use group work in your mathematics class? What does it look like? What do you expect your students to do when they work together? Have you ever wondered what your students think they are supposed to do?