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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## Student Engagement with the “Into Math Graph" Tool

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

## Attending to Evidence of Students' Thinking during Instruction

### Sherin Gamoran Miriam and James Lynn

This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in *Principles to Actions: Ensuring Mathematical Success for All*. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.

## Because We Love

### Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer

Explore what it means to balance love for mathematics with love for students.

## Capturing Mathematical Curiosity with Notice and Wonder

### Aaron M. Rumack and DeAnn Huinker

Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.

## Connecting Quadratics, Line Segments, Continued Fractions, and Matrices

### Lee Melvin M. Peralta

One of the many benefits of teaching mathematics is having the opportunity to encounter unexpected mathematical connections while planning lessons or exploring ideas with students and colleagues. Consider the two problems in **figure 1**.

## Designing for Voice and Agency

### Laurie Speranzo and Erik Tillema

Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.

## Ferris Wheel Graphs

### Wayne Nirode

To introduce sinusoidal functions, I use an animation of a Ferris wheel rotating for 60 seconds, with one seat labeled *You* (see **fig. 1**). Students draw a graph of their height above ground as a function of time with appropriate units and scales on both axes. Next a volunteer shares his or her graph. I then ask someone to share a different graph. I choose one student with a curved graph (see **fig. 2a**) and another with a piece-wise linear (sawtooth) graph (see **fig. 2b**).

## Investigating a Super-Bear

### Clayton M. Edwards, Rebecca R. Robichaux-Davis, and Brian E. Townsend

Three inquiry-based tasks highlight the planning, classroom discourse, positive results, and growth in one class's journey.

## Letters to the editor

## License to Do Math with a Full Tank

### Ron Lancaster

Since its inception, the Mathematical Lens column has provided teachers with resources to use with their students to make connections between mathematics and the world around us through the use of photographs. The editors and the dozens of teachers who submitted material for columns have taken all of us on a journey around the world to discover where mathematics lives. These columns have offered teachers a license to do mathematics everywhere and to travel far with their students with a full tank of resources.