Part 1: Course Design, Chapter 1: Teaching Cross-Listed Mathematics Courses Online, Chapter 2: What Do We Know about Student Learning from Online Mathematics Homework?, Chapter 3: Designing mathematics hybrid classrooms in high school: the case of Valeria, Chapter 4: Designing mathematics hybrid classrooms in high school: the cases of Nicoletta and Lorenza, Chapter 5: Upper-Level Mathematics and Statistics Courses Shared Across Campuses, Chapter 6: Online Statistics Teaching and Learning, Chapter 7: Statistics for Engineers, Chapter 8: Emphasizing Active Learning and Conceptual Understanding in Asynchronous and Synchronous Online Settings: Practical Strategies and Challenges, Chapter 9: The evolution of assessing content knowledge in online mathematics courses, Part 2: Student Interaction, Chapter 10: Encouraging higher-order thinking in online and hybrid mathematics and statistics courses, Chapter 11: Tools for communication and interaction in online mathematics teaching and learning, Chapter 12: Managing Students' Mathematics Anxiety in the Context of Online Learning Environments, Chapter 13: A Face-to-Face Program of Support for Students in a Hybrid Online Developmental Mathematics Course, Chapter 14: A Practical Guide to Discussions in Online Mathematics Courses, Chapter 15: Three Cases Representing a Variety of Online, Post-Secondary Mathematics Tutoring Interactions, Chapter 16: Online Discussion Forums in Discrete Mathematics Courses: Promising Affordances, Chapter 17: A Framework for Analyzing Asynchronous Discussion Activities, Part 3: Using Technology, Chapter 18: Cognitive Load Theory and Mathematics Instruction through MOOCs, Chapter 19: Technological Pedagogical Content Knowledge for Meaningful Learning and Instrumental Orchestrations: A Case Study of a Cross Product Exploration using CalcPlot3D, Chapter 20: Enhancement of Mathematics Learning through Novel Online Tools, Chapter 21: Making Online Mathematics Method Courses Interactive and Effective with OER, Chapter 22: Developing Interactive Demonstrations for the Online Mathematics Classroom: Interactive Diagrams, Chapter 23: Effective Design and Use of Video for Learning Mathematics, Chapter 24: COVID-19 Impact on Digital Resource Use in Secondary Mathematics Instruction, Chapter 25: Using technology to support students' meanings in single-variable calculus: Insights from iterative design-research studies, Chapter 26: Theoretical principles for the design of multimedia learning resources that stimulate students' experience of intellectual need, Part 4: Teacher Education, Chapter 27: MOOCs for mathematics teacher education: new environments for professional development, Chapter 28: Online Mathematics "Self-Help Kiosks" to Support Pre-Service Teachers, Part 5: Commentary, Chapter 29: Online mathematics education, the good, the bad, and the general overview,
