This paper builds on prior research exploring in-service teachers’ experiences with Struggly, a digital mathematics platform designed to promote conceptual understanding and productive struggle. In this follow-up study, we focus on how teachers who engaged in a structured professional development program moved beyond implementation to strategic adaptation, modifying, breaking down, and reconfiguring Struggly tasks to align with their instructional goals and students’ needs.

Using the EnCITE framework which examines teaching about, with, through, and against technology we analyze how 24 teachers carried out classroom-based teaching experiments, incorporating Struggly tasks into their mathematics lessons. Data sources include lesson artifacts, annotated task breakdowns, classroom video recordings, and teacher reflections. Our analysis reveals how teachers internalized and reinterpreted principles of digital task design, navigating tensions between technological affordances and pedagogical intent.

Findings show a developmental trajectory in teachers’ enactments of Struggly tasks. Early in the process, most teachers used the platform with minimal modification, relying on its built-in structure and feedback. Over time, they grew more confident and began adapting tasks through thoughtful scaffolding, remixing digital and non-digital elements, and fostering collaborative mathematical reasoning. Several teachers also taught about Struggly’s design to build student agency, while a few took a critical stance against platform constraints, reshaping tasks to better align with their classroom values and equity goals.

This study offers insight into how teacher agency emerges in the use of digital platforms and underscores the value of frameworks like EnCITE in understanding and supporting teachers’ evolving pedagogical choices. We conclude with implications for professional development that foster technological fluency and critical creative engagement with digital tools in mathematics education.

Keywords: Mathematics Education, Strategic Use of Technology, Professional Development, Mathematical Tasks, Mindsets, EnCite framework.