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Kasi C. Allen

Students today come to first-year algebra with considerable prior experience and a wide range of skills. Teachers need to modify their instructional strategies accordingly.

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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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Victor Mateas

Economics can be an avenue for teaching such algebra concepts as graphing curves, writing linear equations, solving systems of equations, and shifting graphs.

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Marla A. Sole

This article aims to encourage teachers to embed open-ended problems into their teaching repertoire by linking the strong support found in the research literature for these types of questions with concrete recommendations for pedagogical practice.

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Alex Friedlander and Abraham Arcavi

Integrating procedures and thinking processes makes learning more meaningful.

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Sarah D. Ledford, Mary L. Garner, and Angela L. Teachey

Interesting solutions and ideas emerge when preservice and in-service teachers are asked a traditional algebra question in new ways.

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Darla R. Berks and Amber N. Vlasnik

Two teachers discuss the planning and observed results of an introductory problem to help students nail a conceptual approach to solving systems of equations.

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Patrick Kimani and Nicole Engelke

In a new approach, rate problems—the bane of students—can connect to higher-level concepts.

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Jeremy S. Zelkowski

Do you always have to check your answers when solving a radical equation?

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Melissa Graham and Kristin Lesseig

New teachers can immediately begin using these classroom-tested ways to incorporate mathematical argumentation in their classrooms on a daily basis.