This paper analyzes the participation of a group of teachers in a session about mathematical modelling in an online training environment.The participation was studied based on visibility, interactivity, interactions and contributions.Analysis focused on recognizing the actions, roles and voices of teachers when they engaged in the ways of using mathematical modelling and generated reflections around their knowledge of this process.The research was qualitative.Tasks were designed and developed in groups of teachers in synchronous and asynchronous ways, using Moodle and WizIQ platforms, and Google Drive tools.From this research, they were recognized characteristics through a broader understanding of participation that transcend the attention in the visibility, and it is focused on the actions, relations between the subjects, resources and content involved in that participation.The conclusion is that to promote participation with greater content in online environments, it is necessary to generate different knowledge related experiences to revitalize the training processes.