From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the *MTLT* Journal Club.

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### Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

### Travis Lemon

We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.

### Kathryn Lavin Brave, Mary McMullen, and Cecile Martin

The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.

### 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.

### Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case

Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.

### George J. Roy, Jessica S. Allen, and Kelly Thacker

In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.