Consider the following problem, which was the MT Calendar problem for December 3, 2006:

# Search Results

### Caleb L. Adams

Use cubic polynomial functions before increasing the difficulty with irrational values.

### Mary E. Pilgrim

A two-part calculus activity uses true-false questions and a descriptive outline designed to promote active learning.

Readers comment on published articles or offer their own mathematical ideas.

Readers comment on published articles or offer their own mathematical ideas.

### Tony Gong and Adam Lavallee

There seems to be a trend toward using creative terminology for mathematical properties and procedures as teachers attempt to engage their students. This short article explores potential issues and concerns related to the use of creative terminology and its effect on students' ability to meet the CCSSI standards of mathematical practice.

### Daniel R. Ilaria, Matthew Wells, and Daniel R. Ilaria

Students analyze items from the media to answer mathematical questions related to the article. This month's problems involve reading slopes from graphs, finding average rates of change, and interpreting linear graphs.

### Heather Lynn Johnson

This article explores quantitative reasoning used by students working on a bottle- filling task. Two forms of reasoning are highlighted: simultaneous-independent reasoning and change-dependent reasoning.

### Jon D. Davis

Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.

### Angela Wade

What is the meaning of absolute value? And why do we teach students how to solve absolute value equations? Absolute value is a concept introduced in first-year algebra and then reinforced in later courses. Various authors have suggested instructional methods for teaching absolute value to high school students (Wei 2005; Stallings-Roberts 1991; Friedlander and Hadas 1988), but here we focus on an investigation that will help students make meaning of the absolute value equation in the context of a practical situation. We connect absolute value to the concepts of rate, time, distance, and slope.