Weinberger and Fischer (2006) designed a framework for analyzing learning the context of asynchronous discussion activities. Operationalizing this framework, we analyzed the social and cognitive aspects of a discussion activity in an asynchronous calculus course. From this analysis, we identified aspects of Weinberger and Fischer’s (2006) framework lacking in explanatory power for mathematics-specific discourse and developed an amended framework. We propose that this amended framework may enable in-depth analysis of major dimensions of students’ mathematics knowledge construction as they engage in activities in an online asynchronous modality. This framework may also support the curriculum development for online asynchronous mathematics coursework.