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S. Leigh Nataro

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

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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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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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Kathryn Lavin Brave, Mary McMullen, and Cecile Martin

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

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Deanna Pecaski McLennan

For the Love of Mathematics

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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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Excerpts from discussion threads on the online MyNCTM community.

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Amanda Jansen

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

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Rick Anderson

I recently learned that one of my mathematics teachers, Mr. Larry Merbach, retired after an impressive 55 years in education. I took calculus from him when he was nearing the midpoint of his career. As a student in his class, I appreciated the active-learning strategies he used and the ways he demonstrated calculus ideas using technologies available in the early 1990s. Some of these approaches seemed novel to me at that time.

A few years later, I had the opportunity to be his colleague during the early years of my own teaching career. By then graphing calculators were ubiquitous in

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Dane Camp, John Carter,, and David Masunaga

Song parodies are a fun way to engage others with mathematical topics. The challenge, of course, is finding a song and lyrics that fit just right. While teaching together in Honolulu, we stumbled across a popular song that turned out to be a math parody in disguise! You will notice that we have not changed the words, just how the words were displayed. You might want to try singing this yourself or sing along with the YouTube version: https://youtu.be/d1mqNdZ0obA. What do you notice? What do you wonder?