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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### Christopher Harrow and Ms. Nurfatimah Merchant

Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.

### 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.

### 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.

### 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.

### 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**.

### Laurie Speranzo and Erik Tillema

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

### 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**).

### 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.