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When you hear talk of “sliders,” your mouth may water as you think of miniature burgers that “slide” down your throat. If you are a student or teacher of mathematics, the word slider may also conjure up visions of interactive mathematics tools that enable exploration of parameters and graphs. In the paragraphs that follow, we discuss ideas for using Desmos, a freely available online calculator, to investigate a scenario about tasty sliders. By automating the construction of sliders, Desmos makes their use more accessible for students and teachers alike.

TED-Ed is a free web-based video service tied to the well-known TED Talks. TED-Ed allows instructors to use videos on the website for students to view as homework assignments. It also has options for educators to build lessons around videos and include their own questions, resources, notes, and discussion board posts. Because the lessons have four sections—Watch, Think, Dig Deeper, and Discuss—students are given multiple opportunities to interact with the content and to reflect on their understanding. In the Discuss section, for example, students are able to respond to a question posted on a discussion board. TED-Ed gives educators the freedom to create personal lessons that can be used for homework, extension assignments, make-up quiz assignments, or projectbased instruction.

A computer activity helps students make sense of relationships between quantities.

Teachers who have created classroom documents such as worksheets or assessments are familiar with the process of making an answer key. Typically, teachers fill in answers or solutions on one paper copy of the document, and keep that answer key in a safe place.

Teachers expand conceptions of algebra using interactive tools, video conferencing and social media.

In this article, we introduce an online tool that encourages students to engage in statistics and demonstrate how students can use this tool to develop and refine statistical literacy.

Suggestions for incorporating calculator programming into the mathematics curriculum.

Algebra teachers understand how difficult graphs are for many students. In one seventh-grade prealgebra class, as students studied how to graph ordered pairs, the teacher reminded them that (x, y) is always written in alphabetical order. Her students did so well graphing coordinate pairs that when it came time to graphing lines, she anticipated no problems. But when students encountered their first continuous function, they froze. Suddenly, x and y would switch places in students' work, and ordered pairs seemed to lose their meaning. What happened? How could the teacher help students make better sense of continuous graphs?

Today's students have grown up with digital technology, a fact that has fundamentally changed the way they think and process information (Prensky 2001). To reach our students, we need to accommodate this change and learn to use technology in mathematically powerful ways. The Internet gives students access to vast amounts of data. As teachers, we share in the responsibility to help our students learn to make sense of this information. One resource for teachers is WolframAlpha®, a computational knowledge engine that provides computed answers to queries. This article aims to describe how WolframAlpha can be used to support classroom practice and students' technological literacy.

This research-based article discusses how predicting amounts of change in quantities can promote students' covariation perspective.

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.

I had excitedly shared with a male colleague of mine an algebra 2 project idea that I had found on Pinterest®. His bemused reply: "I thought Pinterest was only for girls and planning weddings." This response prompted me to wonder, How many teachers, male or female, think that Pinterest is just for planning weddings, saving recipes, and looking at crafts? The fact is that Pinterest is a great technology tool for lesson planning.

A student's response to a lesson on the fundamental theorem of calculus expands the lesson to include representing accumulated area as a function.