Dimension 1

Access to Inquiry-based Learning


  • Provide access to dynamic tools to support inquiry, discovery, and deep mathematical sense-making (Hammond, 2018; NCTM, 2020; Aguirre et al., 2013; Dick & Hollebrands, 2011).

Question Prompts to Center Equity

  • In what way does the choice of technology tool foster mathematical inquiry and allow equitable access for each and every learner?

TPACK Teacher Moves to Enhance the Dimension

  • The teacher supports inquiry by posing purposeful questions that support inquiry, discovery, and deep mathematical sense-making.


  • Supports students in making connections and constructing meaning

  • Opportunities for deep mathematics thinking

  • Dynamic

  • Allows students to explore and discover

  • High Interest

  • Allows students to make predictions

  • Provides students with variety and choice

  • Provides opportunities for multiple representations

Vernier CBR

Use of technology to discover the distance-time graph.

What is a Distance-Time Graph? A distance-time graph shows how far an object has travelled in a given time. It is a simple line graph that denotes distance versus time findings on the graph. Distance is plotted on the Y-axis. Time is plotted on the X-axis.

Other Digital Tools

Potential Tools

Math Action Technology