# Browse

### 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.

### Jennifer Marshall

A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.

### Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett

A framework to guide teacher noticing when students are working in technology-mediated learning environments.

### Manouchehri Azita, Ozturk Ayse, and Sanjari Azin

In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.

### Hamilton L. Hardison and Hwa Young Lee

In this article, we discuss funky protractor tasks, which we designed to provide opportunities for students to reason about protractors and angle measure. We address how we have implemented these tasks, as well as how students have engaged with them.

### Anne Quinn

The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.

### Christine Suurtam

Teachers can use data from a research project to enhance their classroom assessment practices.