Digital media offer new opportunities to visualise mathematics and to engage students in interactive activities. The launching of digital teaching platforms in mathematics has, however, been met with some hesitation, and printed textbooks still play a substantial role in classrooms. This study addresses questions about how affordances of the digital media are utilised in contemporary digital teaching platforms in mathematics. An analysis using a typology capturing variation in interactivity and dynamics reveals substantial influence from textbooks on the design of digital teaching platforms. Static features and lecture-like films are mainly used when new concepts are introduced; whereas interactive activities are most common in tasks. When it comes to mathematical processes, there is a tendency to use a combination of different types of elements when relations between mathematical objects are in focus, as opposed to when the focus is on "doing", which indicates that digital features are utilised where most needed. The sparse use of dynamic and interactive features is discussed, and some suggestions are made for the development of digital teaching platforms.