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

### Margaret Cibes and James Greenwood

Short items from the media focus mathematics appropriate for classroom study.

### Mary E. Pilgrim

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

### Aaron Trocki

The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).

### D. Bruce Jackson

Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.

### Agida G. Manizade and Marguerite M. Mason

When calculating the area of a trapezoid, students use a range of problem-solving strategies and measurement concepts.

### 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.

### Wendy B. Sanchez

Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.