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## Delving Deeper: What Else Comes after 1 + 2 = 3?

The simplest of prekindergarten equations, 1 + 2 = 3, is the basis for an investigation involving much of high school mathematics, including triangular numbers, arithmetic sequences, and algebraic proofs.

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## Promoting Generalizing in Algebra Class

Teachers can use a pattern task to promote and foster generalizing in the mathematics classroom, presenting opportunities to build on students’ thinking and extending ideas to new contexts.

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## “Counting” on Quantitative Reasoning for Algebra

Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.

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## Parameters, Sliders, Marble Slides, Oh My!

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

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## Visualizing Complex Roots of a Quadratic Equation

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

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## Engaging Students through Modeling

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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## Numbers and Reasoning

This letter is a response to George article, “Linking Factors and Multiples to Algebraic Reasoning.” I suggest a generalization of the chicken nuggets problem discussed in the article.

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## Attending to Evidence of Students' Thinking during Instruction

This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.

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## Because We Love

Explore what it means to balance love for mathematics with love for students.

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