"Cognitive" technology tools have been described as "technologies that help transcend the limitation of the mind... in thinking, learning and problem solving activities" (Pea 1985, p. 168). These tools also respond to a user's commands and make mathematical actions more overtly apparent (Zbiek et al. 2007). By definition, these cognitive mathematical tech tools are not simply the traditional remedial drill-and-practice computer programs. Users of these tools have the capability to graph, model, compute, visualize, simulate, and manipulate, which "amplify" mathematical properties and concepts. These cognitive technology tools have the potential to broaden the representational tools that are available to teachers and students. To leverage cognitive tech tools for mathematics teaching and learning, teachers must consider the needs of diverse learners and be equipped to support their learning difficulties by taking advantage of this technology. Most important, teachers must have "tech-knowledgy": the knowledge necessary to use cognitive tech tools effectively to construct mathematical knowledge, evaluate the mathematical opportunities presented, and design learning tasks with these tools that amplify the mathematics. Ways to leverage technology by integrating cognitive tech tools to promote critical thinking and problem will be described in this article, as well as examples of how they have been used. These tools play a pivotal role in the classroom by enhancing math for special needs learners and other diverse learners. (Contains 1 table, 3 figures, and 9 online resources.)