Using a convergent parallel mixed methods design, this exploratory study examined mathematics lessons in two third-grade classrooms to analyze the mathematical classroom discourse when using tutorial instructional software. A chi-square test for independence revealed statistically significant correlations between teachers use of the focusing and revoicing talk moves and student discourse levels of generalization and justification. The qualitative analysis found two major themes: (1) responsive teaching with technology, and (2) using digital representations to question students. From this analysis, the Facilitating Mathematical Discourse with Technology framework emerges connecting three key elements of instruction with technology: the students, the teacher, and the instructional software. The relationships among these elements illustrate the classroom interactions when using technology to enhance classroom mathematical discourse.