Translanguaging is a growing research area that focuses on using several linguistic and semiotic resources for communication. However, translanguaging in online classes remains sparse, and little is known about the affordances and constraints of the technology to students’ meaning-making practices in an online environment. This research aims to identify how the online setup facilitates or impedes students’ translanguaging practices. Using purposive sampling, data were gathered from class video recordings, chat responses of students, video-stimulated recall, interviews with four mathematics teachers, and focus group discussion responses of 20 grade 8 students from four classes, and were analysed using thematic analysis to identify the affordances and constraints of online classes to students’ translanguaging practicestranslanguaging practices. Results show that the online modality facilitates the sharing of answers, communicates and co-solves class-related technical issues and conflates linguistic expressions with other semiotic resources, like emojis and key smashes. Conversely, the online modality presents challenges to students’ translanguaging practices. Academically, students’ opportunities for recitation, elaboration and problem-solving are limited, while socially, students are unable to do group work and interact with classmates on non-academic related tasks. Recommendations are in place to leverage the benefits and mitigate the challenges of online learning in mathematics to students’ translanguaging practices.