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.

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

### Mary E. Pilgrim

A two-part calculus activity uses true-false questions and a descriptive outline designed to promote active learning.

### Karin E. Lange, Julie L. Booth, and Kristie J. Newton

Presenting examples of both correctly and incorrectly worked solutions is a practical classroom strategy that helps students counter misconceptions about algebra.

### Erik Jacobson

Table representations of functions allow students to compare rows as well as values in the same row.

### Ann E. West

The use of mnemonic devices, or “tricks,” in the mathematics classroom has been criticized by some authors. However, when used in the proper context, such “tricks” can be extraordinarily helpful in motivating students and helping them remember procedures while understanding concepts and mastering appropriate mathematical vocabulary.

### 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.

### Lisa Berger

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

### Amy F. Hillen and LuAnn Malik

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

### Sherry L. Bair and Edward S. Mooney

Mathematical precision means more than accuracy in computation or procedures; it also means precision in language. The Common Core State Standards for Mathematics states, “Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning” (CCSSI 2010, p. 7). In our recent experience in working with teachers and students, we have noticed a trend toward teachers using informal, and often creative, language and terminology in an effort to connect with students and make mathematical procedures easier to remember.

### Mark Pinkerton and Kathryn G. Shafer

An action research study focuses on the teaching strategies used to facilitate Problems of the Week.