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

# Search Results

### G. Patrick Vennebush and Diana Mata

Students analyze items from the media to answer mathematical questions related to the article. This month's clips discuss misrepresented formulas.

### Devon Gunter

A hands-on approach to studying quadratic functions emphasizes the engineering design process.

### Donna M. Young

Students often view questions about polynomials—finding the zeros of a polynomial function, solving a polynomial equation, factoring a polynomial, or writing a polynomial function given certain properties—as discrete, unconnected processes. To address students' confusion about the many directions given for working with polynomial functions and to enable them to gain a true, conceptual understanding of polynomial functions, I created a graphic organizer (see **fig. 1**).

### Marlena Herman

An introduction to definitions and equations of conic sections can be extended to explain the significance of the determinant.

### 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.

### 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.

### Lorraine M. Baron

Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.