Intertwining students’ social modes of co-construction and epistemic aspects of algebraic thinking in asynchronous mathematical discussions

Abstract In this article, we present the asynchronous phases of digital mathematical discussions conducted along a didactic path on proof through the use of algebraic language with Grade 9 classes. We aim at characterising the digital environments where these discussions unfold (chat and Padlet) by examining students’ asynchronous interactions, through the framework of social modes of co-construction, and identifying the epistemic aspects of algebraic thinking, that is the activation and coordination of conceptual frames and anticipating thoughts. The results of this study provide insights into the relationship between students’ interactions and the development of collective algebraic thinking in asynchronous mathematical discussions.