Interactive whiteboards (IWB) are an innovation that is gaining considerable presence in many contemporary classrooms. This paper examines the use of IWBs in mathematics classrooms. Using a productive pedagogies framework to analyse classroom videos, it is proposed that the classrooms observed used a restricted approach in their use of IWBs. It was found that they were used for quick introductions to lessons and whole class teaching. They were also teacher directed and fostered shallow learning. Through interviews with the teachers, it was found that the approaches observed were based on assumptions about learners and technology. (Contains 2 tables and 1 figure.)