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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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Deanna Pecaski McLennan

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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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Anna Wan and Jessica Ivy

An activity connects the features of sinusoid curves to tangible manipulatives printed on a 3D printer.

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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.

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Manouchehri Azita, Ozturk Ayse, and Sanjari Azin

In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.

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May 2020 For the Love of Mathematics Jokes

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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.

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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.