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Teaching Is a Journey: The Frog in the Well

Linling Cai Chawla, Amanda Fox, and Elodie Resurreccion

Three authors from different cultural and linguistic backgrounds, who discovered that their understanding of math and education have been limited by their cultural views, collaborate to become better educators.

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“Reflections on High-Quality Math Instruction”

Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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Teaching Is a Journey: Seizing Opportunities

Roger S. Wolbert

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Student Engagement with the “Into Math Graph" Tool

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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Geometric Patterns in Art and Architecture

Siddhi Desai and Diana Reeves

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Recommendations for Teaching Division with Remainders

Joshua Lerner

Using lesson study, a team of educators teaches a carefully designed unit on division 
with remainders to a class of third-grade students.

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Modeling a Bouncing Ball with Exponential Functions and Infinite Series

Tim Erickson

We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.