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Kaycie Maddox

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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Sandra Vorensky

Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.

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Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton

Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.

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Nicholas J. Gilbertson

When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.

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Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst

A quadratic equation was the basis for activities involving both concrete and technological representations.

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Rocco Magaletto

How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.

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Amanda Jansen

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

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Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.