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

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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Vera Sarina

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Siddhi Desai, Farshid Safi, and Brianna Kurtz

Ear to the Ground features voices from several corners of the mathematics education world.

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Siddhi Desai and Diana Reeves

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Trena L. Wilkerson

How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?

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Amanda Milewski and Daniel Frohardt

Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.

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J. Michael Shaughnessy

In celebration of NCTM's 100th birthday I'm very pleased to have this opportunity to share this retrospective on two early career events that had a big impact on mathematics education nationally and internationally, and turned out to be surprisingly instrumental in my own professional development.

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JoAnne Growney

Sophia Kovalevsky's story

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Siddhi Desai and Farshid Safi

Traditionally, high school geometry has focused on the study of two- and three-dimensional figures, postulates, measurements (NCTM, 2018). Through connecting geometry, art, cultures, and mathematics, we can create opportunities for students to experience the joy and beauty of mathematics that can help to foster and/or extend other connected concepts.