In this paper, we describe how digital learning platforms can be analysed as “resources” using the documentational approach to didactics (DAD). We explore the case of Denmark where national platforms that are compulsory for mathematics teachers to use. These platforms are received both as useful by some teachers and as very problematic by others. We suggest that the compulsory nature of the implementation as well as the larger context of conflict between teachers and the government are critical factors explaining how the same technology are received so differently and we discuss how such phenomena concerning compulsory deep infrastructures can be seen with DAD.