The aim of this paper is to present results from a study investigating the potential of using Ipads when teaching mathematics in preschool. The study explores how the design of applications influences the dialogs that occur between teachers and children and the mathematics that is made possible to learn. The results presented in this paper are from the first investigation where the notions of classification and framing have been used to classify applications. Observations of teachers and children working together with different applications have been carried out and the results indicate that applications with weak framings promote free dialogues withholding mathematics, irrespective whether the classification is strong or not.