Gioele's attempt to incorporate the "solve it" ritual in his meaningful discourse on equations

Over the past decades research has highlighted many difficulties in the domain of algebra teaching and learning, especially for low achieving students. With the advent of new technologies, findings have highlighted ways of using technological tools to overcome some of such difficulties. This study, part of a greater research project, explores the case of Gioele, a low achieving student who participated to our intervention and developed meaningful narratives when using the Dynamic Interactive Mediators (DIMs) in the context of equations and inequalities. In particular, through a commognitive lens, we analyze how he attempts to incorporate his previously learned “solve it” ritual, into his DIM-based discourse on equations and their solutions.