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Patrick Sullivan

Is the “Last Banana” game fair? Engaging in this exploration provides students with the mathematical power to answer the question and the mathematical opportunity to explore important statistical ideas. Students engage in simulations to calculate experimental probabilities and confirm those results by examining theoretical probabilities

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Gabriel Matney, Julia Porcella, and Shannon Gladieux

This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.

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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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Samuel Otten and Andrew Otten

Students make strategic choices–and justify them–to solve a system of two linear equations.

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S. Asli Özgün-Koca

Student interviews inform us about their use of technology in multiple representations of linear functions.

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A set of problems of many types.

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Leigh Haltiwanger, Robert M. Horton, and Brooke Lance

Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).

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Wayne Nirode

Using technology to solve triangle construction problems, students apply their knowledge of points of concurrency, coordinate geometry, and transformational geometry.

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Dung Tran and Barbara J. Dougherty

The choice and context of authentic problems—such as designing a staircase or a soda can—illustrate the modeling process in several stages.

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A set of problems of many types.