Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentation

This work concerns the use of scripting collaboration in order to implement an innovative approach to competence-based mathematics learning. In this chapter, we show how Digital Interactive Storytelling in Mathematics (DIST-M) can be used to engage students in shared argumentative experiences and how the technology supports the students’ reprocessing and appropriation within their knowing. The design is based on a network of theories and students are engaged in activities within a storytelling experience. The activities use both experiential and discursive approaches to mathematics learning, integrating individual and social tasks, defined by external scripts. We merge free tools and define new applications, which allow to integrate and manipulate dynamic graphs as well as to construct open sentences starting from available blocks of words. We also discuss the outcomes of a case study.