Abstract
Butterflies and excitement about the portfolio (inquiry) project. I'd like to have a crystal ball to see into the future, but then it wouldn't be a research project, would it! Marylin, eighth grade mathematics teacher and co-author, wrote these words in July. As we entered the 1994-95 school year, little did either of us realize how helpful a crystal ball might have been—or how much we would ultimately learn about portfolios, teaching and learning with adolescents, and trailblazing.
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