128 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 The iPad: A Mathematics Classroom Tool for Implementing the Common Core State Standards Technology Vision ABSTRACT This chapter discusses the technology vision of the Common Core State Standards (CCSS) and shares guidelines for choosing apps that are most appropriate to meet those objectives. Towards this end, a specifc rubric for evaluating the efectiveness of diferent apps is presented. Advantages of existing apps that can be incorporated into iPad instruction to enhance conceptual learning and drill mathematics processes are reviewed. Common disadvantages of existing apps are also highlighted. Specifc examples of how to make the use of the iPad most efcient and avoid common pitfalls of some purported learning tools are also discussed. The chapter concludes with areas still in need of further research. In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their future. Mathematical competence opens doors to productive futures. A lack of mathematical competence keeps those doors closed…. All stu- dents should have the opportunity and the support necessary to learn significant mathematics with depth and understanding. NCTM (2000, p. 50) INTRODUCTION Technology is essential to mathematics curricula, influencing the mathematics taught and enhanc- ing students’ learning (NCTM 2000, p. 24). The technology-enabled learning setting is an educa- tional environment supported by mathematical technologies, communicative and collaborative tools, or a combination of both (Arbaugh, et al., 2010). In this chapter, mathematical technolo- Sandra Alon William Paterson University, USA Heejung An William Paterson University, USA David Fuentes William Paterson University, USA DOI: 10.4018/978-1-4666-6300-8.ch009