Abstract
This work analyzes the influence of technologically rich environments on Mathematical Working Spaces (MWS). In particular, it aims to show how the use of technology fosters, on one hand, changes in the role adopted by agents of the teaching-learning processes, and, on the other hand, the arising of shared MWS. Using observational methodology and collaborative work on problem solving as a didactical strategy with student teachers, we shall illustrate: (a) how the interactivity with an i-activity and the use of asynchronous communication tools influences the construction of shared MWS; and (b) how the i-activity and the students partially take the instructor's role in the management of Personal and shared MWS, aided by digital technology.
Mathematical Working Spaces; Technological Environments; Interactivity; Collaborative Work; Problem Solving
