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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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Aaron Trocki

The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).

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Wendy B. Sanchez

Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.

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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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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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Amy F. Hillen and LuAnn Malik

A card-sorting task can help students extend their understanding of functions and functional relationships.

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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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Beste Güçler

When communicating mathematical ideas to students, teachers must elaborate explicitly on the elements of their discourse. This article focuses on one instructor's and his students' discourse on limits in a beginning-level calculus classroom.

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Michael J. Bossé and Kwaku Adu-Gyamfi

A geometry course for teachers—easily adaptable to a high school geometry class—integrates technology, reasoning, communication, collaboration, reading, writing, and multiple representations.

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Samuel Otten

Our answers to students' questions about the relevance of what we teach might paint mathematics into an undesirable corner.