This paper reports part of a study of secondary mathematics teachers in "Technology-Rich Teaching and Learning Environment" (TRTLE's). Three TRTLE's, two year 11 and one year nine class and their teachers were the focus of the study. Seven "Teaching Roles" were identified as teachers acted to allow students to perceive and enact affordances of TRTLE's appropriate to the learning of functions. Each role is important in allowing future independent perception and enactment of affordances by students.