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How can technology bring substantive algebra content to students traditionally excluded from algebra? Such “low achieving” students do not lack ability, motivation, or dedication when presented with appropriate and challenging material. Their talents can be enhanced with new content and instruction in all mathematics courses through the exploitation in all mathematics courses through the exploitation of computer and calculator technologies. A decade ago, we were challenged to use technology to “move our subject away from the routine and toward the content and processes that will give the class of 2000 originality, insight, judgment, initiative, and understanding” (McConnell 1988). Our use of technology transforms our sequence of courses for low-achieving students so that the “modified” algebra they get is no longer weakened and diluted but rather is modified for power, applications, and depth (PAD).
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