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).

## Quick Reads: Using Technology to Build a Pen for Browser

### a good idea in a small package

### Leigh Haltiwanger, Robert M. Horton and Brooke Lance

### Alfinio Flores

The striking results of this coin-tossing simulation help students understand the law of large numbers.

### Alison L. Mall and Mike Risinger

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

### Jonathan D. Baker

The outcome distribution for rolling a single die is horizontal; for rolling a pair of dice it is a triangle. What happens when more than two dice are rolled? What happens when the die has other than six sides? These and other questions are answered in an accessible and useful treatise.

### Michael Dempsey

When understood and applied appropriately, mathematics is both beautiful and powerful. As a result, students are sometimes tempted to extend that power beyond appropriate limits. In teaching statistics at both the high school and college level, I have found that one of students' biggest struggles is applying their understanding of probability to make appropriate inferences.

### Jon D. Davis

Technology is in a constant state of flux. As a result, if we seek to use the latest forms of technology in our teaching, our teaching with technology must be ever changing. Edwards and Özgün-Koca (2009) describe an investigation involving the TI-Nspire CAS to understand the effect of b on the graphical representation of a quadratic function of the form *f (x) = ax ^{2} + bx + c*. Adapting this idea, I show how updates to technology can enhance this investigation to create an even more motivating and compelling experience for students. The investigation will make use of sliders and the spreadsheet capability of the TI-Nspire (the directions provided here apply to the TI-Nspire CX CAS).