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The study frames argumentation as a social practice in a dialogical dimension where learners jointly construct and negotiate mathematical meanings within collaborative contexts. During pandemic conditions, technology is positioned as a key tool to sustain dialogic interaction, support mathematical thinking, and preserve epistemic foundations of dialogism despite social distancing.","ISSN: 2325-3290 (online)  \nDialogical interactions mediated by technology in mathematics education  \n| Abstract\u003Cbr>This paper discusses the results of a research 1 that integrates Digital Interactive Storytelling (DIST), competenceoriented mathematical activities, and argumentation called DIST-M. The general aim is to support a reflective knowledge of mathematical concepts by implementing a digital educational device based on collaborative and dialogical activities proposed by researchers. Within a dialogical dimension of interactions (Bakhtin, 1981), argumentative practice is considered a social activity, where the acquisition and elaboration of new knowledge take place within a social space with multiple interlocutors in a dynamic process. The participants are engaged in constructing and negotiating mathematical meanings within a specific context. This dialogical approach to argumentation tends to create an authentic argumentative culture that is a system of implicit and explicit rules where the exchanges and interactions among participants require a joint elaboration of new meanings, within a given mathematical context, through adialogical exchange. Learning and development result from a dialogical negotiation process during which new knowledge is developed and those already possessed are re-organized and systematized (Bakhtin, 1981; Vygotskij, 1978). In the current pandemic circumstances, technologies are the main tools to uphold the educational processes. Despite the fact that the DIST-M was implemented and tested before the Covid-19 era, its epistemic bases ofdialogism mediated by technology could significantly keep alive the dialogic interaction in educational settings that have been heavily affected by the social distancing and promote mathematical thinking. The articles focus on the United Nations Sustainable Development Goal n. 4,” Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” |\n| --- |\n| Keywords.\u003Cbr>Argumentative culture, Dialogical Interaction, Digital Interactive Storytelling, Mathematics, Technologies |\n\n1 The research is funded by the Italian Ministry of Education, University and Research under the National Project “Digital Interactive Storytelling in Mathematics: a competence-based social approach”, PRIN 2015, Prot. 20155NPRA5 .  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2022.517 | Vol. 10 (2022)  \nDT22  \nDialogical interactions mediated by technology in mathematics education  \nGiovannina Albano, Monica Mollo, Maria Polo, Giuseppina Marsico  \nGiovannina Albano, Ph. D. in Pure and Applied Mathematics, is an Associate Professor at the University of Salerno (Italy), and she got the National Scientific Qualification for Full Professor. She is a member of the Scientific Committee of the Italian Mathematical Union and president of the Italian Association of Research in Mathematics Education. Her research interests mainly concern integrating research in mathematics education and technology. In this regard, she is the Principal Investigator of an Italian Research Project of National Interest (PRIN),“Digital Interactive Storytelling in Mathematics: a competencybased social approach,” and of the research group “DIGiMATH” within the Italian Mathematical Union (UMI) .2  \nMonica Mollo is a Development and Educational Psychology researcher at the University of Salerno, Italy. She is a Ph. D. in Research and Methodology of Educational Research at the University of Salerno (Italia), and she graduated in Education Sciences. Her main research interests are devoted to the study of Argumentation in the educational context and the Construction of Logic/mathematical thinking in children.  \nMaria Polo obtained her Doctorate in Didactics of Mathematics at the University of Rennes I. 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