From multiple discourses to algebraic discourse

This study is framed within a commognitive perspective and is based on the theoretical stance that subsuming is a key discursive process for relating different representations, providing an alternative way of learning compared to memorizing meaningless procedures. We designed activities in digital learning environments to promote this subsuming process in the context of school algebra. We analyze the story of Aldo and Giulio, two high school students, showing how this process can feature and how algebraic discourse can emerge as a possible subsuming discourse.