Mathematical discussion in classrooms as a technologically-supported activity fostering participation and inclusion

Whole-class mathematical discussion in a problem-solving activity is recognized as a powerful pedagogical activity but also a challenge for teachers who must consider several difficulties that learners might face, particularly in terms of an overload of Working Memory and Executive Functions. This study investigates how the use of a digital platform (Padlet) can support participatory and inclusive mathematical classroom discussion. We proposed a teaching experiment based on graphical tasks anticipating integral calculus to grade 13 students, and we examined how the use of the digital platform plays a role in the construction and interpretation of new mathematical objects emerging from the activity. The use of Instrumental Genesis and Double Instrumental Genesis frameworks allowed us to make the affordances of the tool emerge. As a result, we got evidence of how mathematical discussion may develop as a network of interactions, feedback, and connection of input and discuss examples of how active participation and inclusion are enhanced by the tool affordances. Indeed, the digital platform allowed easy interaction, with many ways to represent and express the ongoing evolution of personal and shared meanings and the possibility to manage the time of the activity. This fostered students' participation and students which did not participate in previous discussions were actively engaged in it.