235 Jennifer M. Suh, jsuh4@gmu.edu, is an assistant professor of mathematics education at George Mason University in Fairfax, Virginia. Her research interests include lesson study and the development of preservice mathematics teachers. Christopher J. Johnston, cjohnst2@ gmu.edu, is a doctoral student at George Mason University interested in preservice and beginning mathematics teachers’ use of technology. Joshua Douds, joshua.douds@fcps.edu, is a fourth-grade teacher at Westlawn Elementary School in Falls Church, Virginia. His research interests include center-based mathematics and the effects of cooperative learning in mathematics. By Jennifer M. Suh, Christopher J. Johnston, and Joshua Douds mathematics lessons that address the needs of their diverse students, in particular, English Language Learners (ELLs) and students with special needs. Through classroom examples, we discuss how a technology-rich learning environment influences a classroom’s critical features. Moreover, we define In Principles and Standards for School Mathematics (NCTM 2000), the Technology Principle asserts: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” (p. 24). More specifically, a technology-rich environment for mathematical learning influences five critical features of the classroom (Hiebert et al. 1997): the nature of classroom tasks, the mathematical tool as learning support, the role of the teacher, the social culture of the classroom, and equity and accessibility. An essential question when working in a technology-rich mathematics environment is how technology can be used (appropriately) to enhance the teaching and learning of mathematics. This article describes teachers working collaboratively in a technology-rich environment to plan Enhancing Mathematical Learning in a Technology-Rich Environment
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