The transition to online learning has highlighted the pervasiveness of the digital divide as more than inequitable access to computers and internet (Hohlfeld et al. 2017). Even when students have laptops and physical connectivity, their participation depends on teachers who position them as mathematically competent (Berry 2018; Langer Osuna 2017) in the virtual classroom (NCTM and NCSM 2020). It has never been more important for teachers of mathematics to examine their facilitation of online mathematical activities, so that each and every student has "equitable access to high-quality mathematics teaching and learning" (NCTM and NCSM 2020, p. 1). More and more online educators are using digital interactive notebooks (dINBs) to mirror their previous use of paper-based graphic organizers and foldables. However, students can be positioned as more powerful doers of mathematics by using the five dimensions of the Teaching for Robust Understanding (TRU) framework (Schoenfeld and the Teaching for Robust Understanding Project 2016) when these notebooks are developed and used as authentic records of problem solving and reflection. In this article, the authors describe the combined use of these two tools with the goal of reducing the digital divide.