There are many ways to view mathematics, two of the most prominent ways are absolutism and fallibilism where you view mathematical concepts as something static or ever changing respectively. In school it has been shown that students with a fallibilistic view have an easier time solving problems than those who see mathematics absolutisticly. On pace with the digitization of the Swedish school where digital tools are becoming more common, we wonder what views of mathematics those platforms offer, and what views are expressed by the students in their interaction with them. To answer these questions we have analysed observations and interviews with three students. The observations have been done during a lesson where the students have used digital tools, such as NOKflex which is a learning platform while the interviews were qualitative and had the students answer questions about how they work with digital tools in different subjects. The result of this study shows that NOKflex primarily offers an absolutist view, but the students express both an absolutist and fallibilistic way of thinking during the lesson and the interview. A conclusion drawn from this is that these views are not mutually exclusive to each other and a primary factor to what view is expressed depends on the context of the situation. Due to the absolutist view NOKflex offers students problem solving and reasoning skills suffer.