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## Delving Deeper: What's So Special about 3?

A few years ago, I encountered two different problems in which the number 3 played surprising roles. I found myself wondering, “Why 3? What's so special about 3?” Further investigation led to continuous extensions involving exponents, logarithms, a parametric equation, maxmin problems, and some history of mathematics. As you read, pause to try the problems and play with the applets (the article's title is a big hint!)

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## Formative Assessment at Work in the Classroom

Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.

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## Strategically Fostering Dynamic Interactive Environments

Student interviews inform us about their use of technology in multiple representations of linear functions.

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Readers comment on published articles or offer their own ideas.

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## Exploring Function Transformations Using the Common Core

Tying your teaching approach to the Common Core Standard for Geometry and Congruence will help students understand why functions behave as they do.

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## An Unexpected Influence on a Quadratic

Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.

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## Cracking Codes and Launching Rockets

This historically significant real-life application of a cryptographic coding technique, which incorporates first-year algebra and geometry, makes mathematics come alive in the classroom.

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Students analyze items from the media to answer mathematical questions related to the article. This month's clips involve finding a mathematical error in an advertisement as well as working with ratios and proportions.

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## Media Clips: The Fiancée Formula – Chocolatefinger

There seems to be a trend toward using creative terminology for mathematical properties and procedures as teachers attempt to engage their students. This short article explores potential issues and concerns related to the use of creative terminology and its effect on students' ability to meet the CCSSI standards of mathematical practice.

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## Galileo, Gauss, and the Green Monster

Using ideas of Galileo and Gauss but avoiding calculus, students create a model that predicts whether a fly ball will clear the famous left-field wall at Fenway Park.