This paper presents a graduate student’s reflections on the design of learning opportunities using the Desmos tool for carrying out mathematical activities and the online Zoom platform for facilitating mathematical learning. Using the theory of instrumental orchestration as our interpretative framework, we discuss the different types of orchestrations when a digital tool is used to support mathematical learning not in the familiar face-to-face classroom-based environment, but online instead. The contribution of this paper lies in the discussion of the design considerations and orchestrations to overcome the challenges of online learning and at the same time to capitalise on the opportunities it offers for mathematical learning
