As noted in "Beyond Crossroads" (AMATYC, 2006), for today's students, learning mathematics is participatory and depends on the active involvement of students (p. 53). The National Council of Teachers of Mathematics shares the point of view that the teaching and learning of mathematics should include giving students ample opportunity to think about, write about, and discuss mathematical problems and ideas with their peers (NCTM, 2000). The point that both of these professional organizations recognize is the majority of students do not learn mathematics by simply sitting in a classroom, listening to a teacher, recording notes, memorizing assignments and regurgitating answers. Rather, they must read mathematics, reflect on it, talk about it, write about it, and relate it to their prior knowledge. Simply put, they must be actively engaged in the process of constructing their mathematical knowledge.