Digital and Face-to-Face Learning Environments for University Mathematics Education: Objectification and Subjectification in Communities of Practice Mediated by the Quick Chat Plugin

In this paper, we present a study conducted with second-year master’s degree students in mathematics enrolled in the Mathematics Education course. These students, as future mathematics teachers, participated in an in-person activ-ity designed to promote reflection on both misconceptions concerning the tangent line to a function at points of non-derivability and teaching practices and method-ologies. They engaged in small-group discussions within the Moodle environment, using multiple communication channels supported by the Quick Chat plugin. Our analysis focuses on this specific teaching context, characterized by the integra-tion of the Quick Chat plugin, and is framed within the Theory of Objectification, drawing particularly on the concepts of joint labor and subjectification. The results show that future teachers actualize knowledge in two specific determinations that focus respectively on kinesthetic geometric and static analytical understanding of the tangent line to a curve. The Quick Chat plugin influences interactions as participants feel free, confident, and supported in their discussion of mathematical knowledge, thus triggering new forms of dynamic knowledge.