As CITE-Math Editors, Shannon Driskell and Ann Wheeler, we are delighted to share that Mary Enderson, Old Dominion University, and Mustafa Demire, University of Detroit Mercy, joined the CITE-Math Editorial. We would like to thank Chrystal Dean, Appalachian State University, and Particia Moyer-Packenham, Utah State University, for their three years of service. We would also like to share the recent publications in CITE-Math. 

Rongjin Huang, Dovie Kimmins, Jeremy Winters, and Gregory Rushton are featured in Volume 20 Issue 4: Does a Technology-Assisted Lesson Study Approach Enhance Teacher Learning While Eliminating Obstacles of Traditional Lesson Study? They share a study that explored how a technology-assisted lesson study (TALS) approach was implemented into two third-grade teachers’ normal teaching schedule—thus eliminating the scheduling obstacle—using the Swivl video collaboration system and Zoom. Through analysis of data (i.e., lesson plans, research lesson videos, debriefing session videos, and interviews with the teachers and specialists), the research lesson improved significantly. Thus, the TALS provided these teachers the opportunity to implement reform-oriented mathematics using improved learning goals, task design, and orchestration of student work without missing their own classes. 

Hannah Smith, Avery Closser, Erin Ottmar, and Ivon Arroyo are also featured in Volume 20 Issue 4: Developing Mathematics Knowledge and Computational Thinking Through Game Play and Design: A Professional Development Program. They share a 14-week Game Play and Design professional development program with middle school teachers in which they played, designed, tested, and implemented mathematics games in their classrooms with their students. Examples of teacher-created games, students’ experiences designing games, and students’ educational gains are shared. 

Frances Harper, Zachary Stumbo, and Nicholas Kim are featured in Volume 21 Issue 1: When Robots Invade the Neighborhood: Learning to Teach PreK-5 Mathematics Leveraging Both Technology and Community Knowledge. They explored how prospective elementary teachers learned how to use cultural, linguistic, and cognitive resources from their home and community to promote learning mathematics through robotics. Thus, using robotics in mathematics instruction provided more equitable mathematics teaching with connections to children’s community and cultural funds of knowledge.