ANALYZING THE DISCOURSE OF GEOGEBRA COLLABORATIONS

This is a position paper presenting a perspective on fundamental assumptions about doing, teaching and learning mathematics in the presence of computer and communicative technologies. Doing, teaching and learning mathematics are activities that centrally involve discourse. Computer and communication technologies can facilitate collaborative interactions around mathematical topics. This can make the processes of doing, teaching and learning mathematics visible to researchers in the traces of small-group interaction. Analysis of the discourse can reveal processes of mathematical group cognition. We argue for a view of mathematics as discourse and for a specific set of complementary approaches to analyzing collaborative math discourse.