ABSTRACT
In the last essay, Bill Rosenthal focused on having preservice teachers prepare for becoming teachers by writing a BYC, by figuring out what a year-long secondary mathematics course could be all about. The next essay returns to the context of Algebra 1 and examines how intentions at the level of the course can be concretized in tasks for students and thus address issues of student motivation in a different sort of way than fun activities or real-world problems.
