Interazioni tutor-studentə in matematica con tecnologie digitali: Un’analisi commognitiva dei mismatch durante interventi di recupero per la scuola secondaria di secondo grado

This thesis investigates the interactions between tutors and highschool students in the context of mathematics remedial interventions that are supported by digital technologies. These remedial interventions were developed within the PRIN DynaMat. The research is framed within the Commognitive theory, which views learning mathematics as participation in mathematical discourse, and learning difficulties as different (non-canonical) forms of participation. The thesis introduces the construct of mismatch to investigate interactional difficulties and relates it to the existing constructs of communicative gap and commognitive conflict. The qualitative analysis of the episodes was conducted through discourse analysis, sometimes enriched with recently developed analytical tools such as the Discourse Mapping Diagram. The findings reveal the presence of various mismatches in the remedial intervention sessions, which are analysed in detail, and highlight different instructional strategies implemented in response to them. These include asking students to test predictions using digital environments, encouraging justification and connections between different discourses, introducing new visual mediators, and breaking down task situations. Beyond these theoretical contributions, the research also has educational implications for the design of inclusive remedial interventions.