Students’ meaning-making processes in the Digital Era: How can the teacher foster mathematical discourse?

The aim of this work is to study how the teacher can prompt students’ meaning-making processes in a technology-rich context. With this purpose, we present a teaching activity on the notion of rotation as an isometry of the Euclidean plane involving a dynamic geometry environment. The experimentation of the teaching activity in a 7th-grade class has been analysed and discussed taking into account the notion of teacher instrumental orchestration and elements of Sfard’s commognitive framework to show how the teacher prompted the evolution of the students’ mathematical discourse. Although the paper presents and discusses only an example of mathematical discourse during a collective discussion orchestrated by the teacher, it aims to contribute to the reflection on the value of educational practices in an era of intense digital transformations.