Due to the sudden and unexpected move to remote learning in 2020 influenced by COVID-19, both mathematics teacher educators (MTEs) and prospective elementary teachers (PTs) faced a new challenge in creating a productive remote teaching and learning environment. In this study, we used Parrish's (2014) addition strategies and Thanheiser's (2009) conception of multidigit numbers to analyze 41 prospective elementary teachers' responses in Number Talks (NTs) from two online asynchronous mathematics content courses for prospective elementary teachers. We found that (1) the order in which NTs are posed influences the strategies used, (2) some PTs identified the sameness of strategies differently than us (MTEs), and (3) PTs' conception of digits developed over time. In online asynchronous NTs, all PTs are asked to share their strategies before they see strategies provided by other students. This allowed all students to contribute and for instructors to observe and trace every PT's use of strategies over time. Therefore, we argue that asynchronous NTs can be a way to pursue the engagement of all learners in both face-toface and online learning environments. [For the complete proceedings, see ED657822.]