### Jeffrey Connelly and Pablo Garcia

Two teachers use homemade pendulums for their students to explore phase shift in sine curves. The use of Desmos’s Activity Builder enabled students to become mathematical explorers and supported their sense of mathematical agency.

### Kristi J. Isaacson and Christina Betz-Cahill

Explore the impact technology has on mathematical identity and agency when students use mathematical action technology to engage in cycles of proof and support case-based reasoning.

### Robert Q. Berry III and Introduction by: Jennifer Mundt Leimberer

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

See Robert Q. Berry III's article and others from the archives on pubs.nctm.org.

### Hyejin Park, Tuğba Boz, Amanda Sawyer, and James C. Willingham

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

### Craig J. Cullen and Joshua T. Hertel

Rather than centering technology, we need to view tools as raw materials that students can use strategically to build mathematical knowledge.

### Sean Nank, Jaclyn M. Murawska, and Steven J. Edgar

Mathematical action technology can foster equitable student discourse. Students engage in cycles of proof to create, test, and revise conjectures through dynamic exploration of the Pythagorean theorem.

### Teo Paoletti, Allison L. Gantt, and Julien Corven

Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as middle school can engage in EGST with support, other research indicates most college students and U.S. teachers do not spontaneously engage in such reasoning when potentially productive. We describe a local instruction theory (LIT) to support middle school students developing EGST as part of their graphing meanings. We then present a case study to show how two students engaged with a task sequence designed with the LIT in mind to develop meanings for EGST. This article illustrates general principles researchers and educators could use to promote students’ graphing meanings.