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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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Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

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Bobson Wong and Larisa Bukalov

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.

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David A. Yopp

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.

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Corey Webel

Do you use group work in your mathematics class? What does it look like? What do you expect your students to do when they work together? Have you ever wondered what your students think they are supposed to do?

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Mark Pinkerton and Kathryn G. Shafer

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

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Kasi C. Allen

Collaboration in the mathematics classroom contributes to student learning as well as strengthened preparation for twenty-first-century professions. However, facilitating group work with teenage students can prove challenging. Three strategies for success are establishing a supportive classroom culture; structuring groups and tasks; and nurturing the effort.

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Paul Laumakis

Students bring the real world into the classroom by studying speeding data collected on two Pennsylvania highways.

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Beth Cory and Ken W. Smith

Through these calculus activities, students reach an understanding of the formal limit concept in a way that enables them to construct the formal symbolic definition on their own.

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Carol J. Bell

Reasoning and Proof is one of the process standards set forth in NCTM's principles and standards for school mathematics (2000).