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Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

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Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard

An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.

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Xi Yu

When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.

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Maria de Hoyos

To ensure that technology use benefits all students, it must be accessible with respect to cost and ease of use. Moreover, technology needs to be integrated by considering it from the perspective of the curriculum.

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

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

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Angela T. Barlow

Welcome to MTLT’s first special issue! For this inaugural special issue, the MTLT Editorial Board chose to focus on addressing the digital divide that exists in many of our mathematics classrooms. But what does digital divide mean? Put succinctly, the phrase digital divide is used to describe the differences that exist among groups of students with respect to their access to and use of technological resources to support their learning (Dolan 2016). Addressing the digital divide is necessary, so that we can achieve digital equity (Puigjaner 2016).

Many of

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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.

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Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig

Ear to the Ground features voices from various corners of the mathematics education world.

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Catherine Tabor

A programming activity helps students give meaning to the abstract concept of slope.

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Kenneth A. Whaley

Students develop skills as twenty-first century learners and researchers by using Timeglider™ to explore famous mathematicians in a culturally responsive manner.