This preliminary report offers initial results from a study designed to begin identifying characteristics of digital literacy in mathematics. Undergraduate students in a three-course honors calculus sequence were provided with tablet computers as part of a digital literacy initiative and digital tasks were integrated into the courses. Student work was analyzed and coded for type of ICT tool use and possible components of mathematical digital literacy. The specific types of tasks developed for and integrated into the class will be discussed below with specific illustrative examples highlighted. The aspects of mathematical digital literacy illuminated by student work will be outlined, with some initial conclusions and conjectures about

the nature of digital literacy in mathematics.