An activity theory analysis of group interactions in mathematical modelling with the aid of digital technologies

Abstract

This paper reports on a study in progress of group interactions in mathematical modelling activities at the secondary school level. The study focuses on students’ use of digital technologies in solving a mathematical modelling task. This study analyses how group interactions are influenced by digital technologies using Cultural-Historical Activity Theory as an analytical framework. The results from the data analysed indicate that a key factor to the modelling outcome resides in the interactions within group activities generated by digital technologies, such as the digital technology serving as a reference tool to visually demonstrate one’s ideas. Furthermore, the digital technology provides a platform for observing and improving strategies within group activities.