This paper presents results of an investigation developed in a community of practice of mathematics educators who incorporate digital technologies in their professional practices in Colombia. The study concentrates on the problematics of the use of technology for mathematics teaching and its restricted use, which prevents real impact on mathematics learning. In this regard, the research's general objective is: to describe negotiated meanings (in terms of learning) in a community of practice of mathematics educators that incorporate digital technology in their professional practices. The investigation follows a qualitative methodology called collaborative action research. As for findings, we emphasized experiences with teachers of secondary education who have worked with the methodological model of Reflection-and-Action. This model revolves around the processes of reflection in action, reflection-for action, and reflection-on the action of the teachers who participate in the community of practice. We focused on teachers' reflections on building angles with the support of technology in a mathematics class with eighth graders. We concluded that the set of reflective processes reveals how the course of the class planned by teachers can change as a result of the concrete or virtual teaching resources that they select and use to promote mathematics activities for their students.