However, in Italy, the 2020 project, involving over 1200 teachers, was set up to develop materials and methodologies for a future scenario of hybrid teaching (Singh et al., 2021), with a multi-level model designed to foster interaction between different classes and teachers.
The need to activate distance-learning (DL) solutions has led to enforced digitalisation which, in many cases in Italy, merely constituted an attempt to substitute the real-life classroom by transferring some elements of normal teaching practice into digital environments of communication (Bolondi, 2020). The Covid-19 crisis has highlighted strengths and weaknesses of education systems. 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. 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. These parallel analyses showed that ‘mathematical discussion in the classroom’ is a complex (and sometimes chaotic) phenomenon wherein different factors interweave. 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. Based on Complementary Accounts Methodology, the data analysis presented in this paper involved specialists from the fields of mathematics education and inclusive education. The research was based on a rich set of data collected from the 2020 project, which was developed in Italy during the Covid health crisis.
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 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.
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