Students’ proclivity in using particular digital tools in mathematical modelling activities: an activity and affordance theoretical perspective

This paper reports on a qualitative study of three Norwegian lower secondary school students (grade 9) collaboratively solving a mathematical modelling task using digital tools. Drawing on Activity and Affordance Theory as a theoretical framework, the study investigates how affordances and constraints influence students’ proclivity to use particular digital tools in mathematical modelling activities. Data were collected through video, audio and screen-capture software recordings. Thematic analysis was applied to identify technological and mathematical affordances and constraints that influence students’ proclivity to select or switch between digital tools in a mathematical modelling activity. The findings provide insight into the rationale behind students’ proclivity to select or switch between digital tools, showing how they navigate digital environments in real-time. The contribution of this paper lies at both theoretical and empirical levels. Theoretically, it advances research by combining Activity and Affordance Theory to offer a more comprehensive framework for analysing tool use in mathematical modelling. Empirically, it provides evidence of how students adapt their strategies in response to perceived affordances and constraints. Together, these contributions enhance current understanding of digital tool use in mathematical modelling by highlighting not only which tools students choose, but also why and how those choices emerge in practice.