The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.

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### Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

### Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett

A framework to guide teacher noticing when students are working in technology-mediated learning environments.

### Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

### Hamilton L. Hardison and Hwa Young Lee

In this article, we discuss funky protractor tasks, which we designed to provide opportunities for students to reason about protractors and angle measure. We address how we have implemented these tasks, as well as how students have engaged with them.

### Anne Quinn

The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.

### Scott Steketee and Daniel Scher

Transformations using dynamic software can provide a unique perspective on a common topic.