Dynamic interactive mediators in discourse on indeterminate quantities: a case study

This paper investigates, with a commognitive perspective, the role of dynamic interactive mediators (DIMs) in promoting students’ discourse on indeterminate quantities. We analyze a case study of two high school students with a history of low achievement in mathematics, focusing on whether their discourse, developed in activities with DIMs, integrate the (meta)-arithmetical discourse. We show how words, narratives and visual mediators produced interacting with DIMs expand and compress the arithmetical discourse, shaping, in this way, the meta-arithmetical discourse.