During the COVID-19 lockdowns, mathematics classes took place in distance learning settings in large parts with help of digital technology. Our research interest is to enhance digital face-to-face learning environments to stimulate and support mathematical interaction among learners with the help of digital media. In this article, we address the research question to what extent the consideration of the concepts of multiple external representations and communication of technology enable learning opportunities in online meeting tools. For this purpose, we present the learning environment developed based on these concepts and analyze a transcribed meeting with the help of an interpretative approach. By means of the analysis, identified potentials are presented.