Abstract
The research described in this paper focused on the issue of describing and understanding how mathematical discussion develops in a hybrid learning environment, and how students participate in it. The experimental plan involved several classes working in parallel, with pupils and teachers interacting both in their real classrooms and in a digital environment with other pupils and teachers. The research was based on a rich set of data collected from the M@t.abel 2020 project, which was developed in Italy during the Covid health crisis. Based on Complementary Accounts Methodology, the data analysis presented in this paper involved specialists from the fields of mathematics education and inclusive education. In the study we considered the complexity of learning and the different elements that have an impact on students’ activity and participation, when they are engaged in mathematical discussions within the multilevel-digital environment that emerged due to the pandemic. These parallel analyses showed that ‘mathematical discussion in the classroom’ is a complex (and sometimes chaotic) phenomenon wherein different factors interweave. A complementary approach assists in developing a global vision for this dynamic phenomenon and in highlighting local episodes that are crucial in this interplay of factors. It is precisely in these episodes that the role of the teacher is fundamental: these episodes appear as catalysts for the different variables, with the teacher acting as mediator.