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F. Paul Wonsavage

Three approaches to the Doughnut task highlight how representing functions in multiple ways can support student understanding in interpreting key features of functions within a context.

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Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson

When selecting mathematical tasks to use in professional development with teachers, in-service or preservice, I am always looking for ones that model effective teaching practices, give opportunities to dig deeply into mathematics, engage the learner in multiple ways, and can readily be used in the classroom. Although there are many to choose from, “Filling Bottles with Water" (Gómez and Wolfson 2012) from Mathematics Teacher, now 10 years old, is one I use that exemplifies all four characteristics.

EFFECTIVE TEACHING PRACTICES

When implementing this task, you see multiple effective teaching practices at play (NCTM 2014

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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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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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Christine Taylor and Jean S. Lee

We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.

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Danielle R. Divis and Tyler Johnson

This practitioner article describes a lesson carried out in a high school classroom at the conclusion of a unit on exponential growth. Two teachers use a series of music-related activities to engage students in using and connecting multiple representations of exponential growth while exploring musical frequencies on a piano.

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Angela Just and Jennifer D. Cribbs

The authors outline the importance of using variety when teaching mathematics.

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Karen S. Karp, Sarah B. Bush,, and Barbara J. Dougherty

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

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Nina G. Bailey, Samuel D. Reed, Kristen Fye, Allison W. McCulloch,, and Jennifer N. Lovett

Dynamic representations situated within a “Which One Doesn’t Belong?” routine can extend students’ exploration of functions and can enable a focus on the variant and invariant characteristics of mathematical objects.

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Micah S. Stohlmann

An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.