Cultural affordances of digital artefact in the teaching and learning of mathematics

The last two decades have seen a great development of research on the use of technology in teaching and learning of mathematics but, to date, these studies have not had a significant influence on teaching practice because research was unable to take sufficiently into account the challenges that digital technology poses in this context of use (Joubert, 2013). These challenges mainly concern the use of technology to facilitate reasoning in mathematics and to facilitate the construction of meanings, principles, values that are rooted in the historical, cultural development of this discipline. This contribution aims to develop a methodology centred on the concepts of affordance and narrative for describing and evaluating the potential of educational mediation of an artefact for the indicated objectives. The article is based on a previous work by Chiappini (2012) and the observations to this work carried out by Monaghan and Mason (2012)