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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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Micah S. Stohlmann

An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.

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Kelly Hagan and Cheng-Yao Lin

April 2020's GPS department provides tasks for each grade band that invite students to reason with age-appropriate number theoretic concepts.

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Erin E. Baldinger, Matthew P. Campbell, and Foster Graif

Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.

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Rebecca Vinsonhaler and Alison G. Lynch

This article focuses on students use and understanding of counterexamples and is part of a research project on the role of examples in proving. We share student interviews and offer suggestions for how teachers can support student reasoning and thinking and promote productive struggle by incorporating counterexamples into the classroom.

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Leigh Haltiwanger, Robert M. Horton, and Brooke Lance

Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).

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Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

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Signe E. Kastberg, Beatriz S. D'Ambrosio, Kathleen Lynch-Davis, Alexia Mintos, and Kathryn Krawczyk

A Cherry Syrup problem can build links between ratio and graphing.

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Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

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Jennifer Suh and Padmanabhan Seshaiyer

Skills that students will need in the twenty-first century, such as financial literacy, are explored in this classroom-centered research article.