Digital and traditional mathematical discussions: joining forces to promote inclusion

In this paper, we present an analysis of the design for the integration between traditional in-person mathematical discussion and digital mathematical discussion. The analysis is conducted through the didactical differentiation model used as an analytical tool to evaluate the potentialities of integrating traditional and digital mathematical discussion in order to foster inclusion. The analysis shows that the integration of digital mathematical discussion with its traditional version can offer an added value in terms of promoting discussion as an inclusive practice with respect to the four variables of the differentiation model.