Abstract
The digital divide remains a significant barrier to equitable mathematics education in Ohio, affecting students’ access to essential instructional technology tools. This article examines the integration of collaborative instructional technology tools in K-12 mathematics instruction as a strategy to bridge this divide. By exploring platforms such as Google Workspace for Education, Desmos, Padlet, and innovative tools like Tilt Brush, the manuscript highlights practical strategies for fostering collaboration and engagement in the mathematics classroom. Both traditional and innovative approaches to technology integration are discussed, along with potential partnerships within Ohio that can enhance resource availability and support for educators and students. Ultimately, the article emphasizes the importance of creating inclusive learning environments that empower all students, enabling them to develop critical mathematical skills and a sense of belonging in an increasingly digital world.
Keywords
Collaborative Learning, Educational Technology, Digital Divide
How to Cite
Kormos, E., (2025) “Digital Divide and Conquer: Collaborative Tools for Inclusive Ohio Math Classrooms”, Ohio Journal of School Mathematics 101(1), 1-13. doi: https://doi.org/10.18061/ojsm.6578