New educational technologies present an opportunity to help teachers monitor and support their students remotely in Science, Technology, Engineering, and Mathematics (STEM). However, most technologies do not have the capacity to comprehensively assess and report on students' critical 21st century practice competencies (such as those described in the Next Generation Science Standards including Using Mathematics). The science inquiry dashboard, Inq-Blotter, has recently been extended to provide alerts to teachers on high school students' performance on practices involving mathematical competencies as students complete investigations in the Inquiry Intelligent Tutoring System, Inq-ITS. Inquiry competencies are scored at a fine-grained, sub-component level by Inq-ITS' underlying algorithms. The logging infrastructure in both the teacher dashboard and student platform allows for investigating how these tools are implemented across contexts, especially when triangulated with additional data including teacher-student discourse, as in the present work. In this dissertation, a design-based research project was conducted over two phases to characterize and evaluate the remote use of Inq-Blotter's alerting feature for math practices to inform future iterations of the dashboard alert design (i.e., embedding Teacher Inquiry Practice Supports (TIPS) for Using Mathematics within the dashboard's alerts). Specifically, the present work: (1) examined the use of Inq-Blotter in remote contexts and students' corresponding performance on math practices (which informed the design of Inq-Blotter alerts with TIPS for math practices); (2) examined if remote support elicited by alerts with TIPS was associated with student improvement on mathematical practices; and (3) compared the remote teacher discourse elicited by alerts with TIPS relative to the teacher discourse with basic alerts using Epistemic Network Analyses (Shaffer et al., 2016). These studies provide valuable data on how technologies can help realize the vison of the NGSS in remote settings by supporting teachers' pedagogical practices for inquiry to promote students' learning of complex practices such as Using Mathematics in science inquiry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]