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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### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

### Jennifer Marshall

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

### Anderson Norton, Jesse L. M. Wilkins, Michael A. Evans, Kirby Deater-Deckard, Osman Balci, and Mido Chang

Explore a new app that allows students to develop a more sophisticated understanding of fractions.

### Thomas E. Hodges and Elizabeth Conner

Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.