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Patricia Wallace-Gomez

When teaching slopes of parallel and perpendicular lines, I want students to have a visual image of the lines, not just memorize a formula. A simple exercise with parallel lines can get the message across.

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“Mathematical Lens” uses photographs as a springboard for mathematical inquiry and appears in every issue of the Mathematics Teacher. All submissions should be sent to the department editors. For more background information on “Mathematical Lens” and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.

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Karen D. Campe

Mathematics teachers can use a broad range of technologies—calculators, computers, display systems, and others—as teaching and learning tools. Although actual access is influenced by budgets and demand, the important thing is to make the best use of the technology available. Whether you have one computer station for demonstration, a classroom set of graphing calculators, or a fully wired classroom, you can take steps to make your technology implementation most effective and successful.

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Kady Schneiter, Brynja R. Kohler, and Brandon J. Watts

In Principles and Standards for School Mathematics (NCTM 2000), the authors describe a vision for school mathematics in which “all students have access to high-quality, engaging mathematics instruction” (p. 3). Students deserve teachers who are knowledgeable about mathematical content, who understand and use a variety of teaching strategies appropriately, who can effectively integrate technology into classroom learning, and who continually progress as professionals. But what kinds of experiences lead to such professionalism?

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Seán P. Madden

Greeley West High School (GWHS), named for the prominent American newspaper editor Horace Greeley, was designed by the architectural firm of John Shaver of Salina, Kansas. GWHS faculty and administration worked with the assistant principal, Bob Kula, to clarify for Shaver's firm their needs and expectations for the new building; construction was completed in 1965. Kula later served as a school projects adviser for Shaver's firm.