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Samuel Otten

Our answers to students' questions about the relevance of what we teach might paint mathematics into an undesirable corner.

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Samuel Otten and Andrew Otten

Students make strategic choices–and justify them–to solve a system of two linear equations.

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Corey Webel and Samuel Otten

As new computation technologies become available, algebra teachers can choose to ban them, limit their use, or use them as an opportunity to reevaluate learning goals.

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Jennifer J. Kaplan and Samuel Otten

An optimization problem from a calculus class can be made accessible to algebra and prealgebra students. Are you smarter than a Welsh corgi?

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Samuel Otten and Zandra de Araujo

This department accepts articles that examine mathematics education issues with the potential to stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This editorial analyzes and responds to viral Web posts that claimed to reveal the absurdity of math problems inspired by the Common Core.

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Ryan Andrew Nivens and Samuel Otten

In this Research Commentary, we describe 3 journal metrics–the Web of Science's Impact Factor, Scopus's SCImago Journal Rank, and Google Scholar Metrics' h5-index—and compile the rankings (if they exist) for 69 mathematics education journals. We then discuss 2 paths that the mathematics education community should consider with regard to these citation-based metrics of journal quality: either working within the system to enhance our positioning or resisting or modifying the system itself.

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Samuel Otten, Beth Herbel-Eisenmann and Lorraine Males

A vignette from an early algebra class reveals a rich opportunity for generating proof before geometry.

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Samuel Otten, Michelle Cirillo and Beth A. Herbel-Eisenmann

Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice.

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Zandra de Araujo, Deborah Hanuscin and Samuel Otten

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

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Beth A. Herbel-Eisenmann and Samuel Otten

This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content, allows for content comparisons to be drawn between classroom episodes, and identifies points of possible student misinterpretation. Analyses of 2 middle school classroom excerpts focusing on area—1 that derives triangle area formulas from the rectangle area formula and another that connects parallelogram and rectangular area— are used to delineate the method. Descriptions of similarities and differences in the classroom discourse highlight how, in each classroom, mathematical terms such as base and height were used in semantically related but distinct ways. These findings raise the question of whether students were aware of and able to navigate such semantic shifts.