During the past thirty years, various forms of technology have facilitated teaching and learning. Recently, touchscreen tablets are among the devices growing in popularity. Many mathematics apps are available; however, they vary in their usefulness for different users. Monitoring students' interactions with selected apps is important for teachers to do to ensure that earners are benefiting from technology integration. The Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning Framework (see fig. 1) emerged from evaluations of students' interactions with educational technology (Tucker 2016). Teachers can use this framework to select apps for use in the classroom, formatively assess student understanding, and evaluate the appropriateness of tasks presented by apps.
Edited by Jennifer Eli, email@example.com, University of Arizona, Tucson, and George J. Roy, firstname.lastname@example.org, University of South Carolina, Columbia. Readers are encouraged to visit http://mtms.msubmit.net to submit manuscripts that take research findings and translate them into practical outcomes, strategies, or tips that inform teachers' classroom practice.
Teri N. Johnson, email@example.com, is a doctoral student in the School of Education at Virginia Commonwealth University in Richmond. Before entering her graduate program, she taught middle school math and worked as an educational consultant.
Stephen I. Tucker, firstname.lastname@example.org, is an assistant professor in the College of Education and Human Development at the University of Louisville, Kentucky. His research focuses on children's mathematical interactions with technology.