Many students struggle with algebra, from simplifying expressions to solving systems of equations. Students also have misconceptions about the meaning of variables. In response to the question "Can x + y + z ever equal x + p + z?" during a student interview, the student claimed, "Never . . . because p has to have a different value from y. . . . [If] it didn't have a different value, then you wouldn't put p, you'd put y" (Booth 1988). Twenty-three of the thirty-five students interviewed similarly believed that a variable represents a specific value rather than a potential range of values (Demana 2000). Recent developments in technology might offer solutions for correcting students' misconceptions. Teenagers are increasingly comfortable using these tools-tools that can be incorporated into a classroom with minimal instruction on their use. To take advantage of this familiarity, the authors have chosen to examine how teachers can effectively and organically adapt an iPad app for use in the classroom.