ABSTRACT
This paper discusses the results of a research' that integrates Digital Interactive Storytelling (DIST), competence-oriented 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 a dialogical 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 of dialogism 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."
ABSTRACT
The impact of restrictions on movement resulting from the SARS-CoV-2 pandemic may contribute to a disruption of mental health in young people during this era. In March 2021, lockdown restrictions were enforcing national policies of tackling the infectious disease across the globe. In the early stages of the vaccination rollout, public enquires on confidence to endure the virus pandemic have shown high levels of psychological distress. Under the above circumstances, 333 university students were asked to fill in an online-based survey on alcohol consumption, compulsive behavior as a loss of control over eating, fear of weight changes, excessive sleepiness and sleep deprivation. Text mining and multiple correspondence analysis were employed to analyze qualitative data on the lived experience against the occurrence of healthrelated behaviors. Data analyses have showed that the pandemic was associated with a mixed breakup of clustered lemmas based on sex, age, and relationship status. The extent to which the participants have reported a lower degree of satisfaction on living arrangements, intimate and family relationships were interpreted as meaningfully related with a more negative lived experience. Social confinement has resulted as an immediate action for mitigating a public health crisis from the SARS-CoV-2 disease. Incidentally, social measures to mitigate the virus transmission have sought to protect internal collapse of the health care systems by reducing the number of casualties. Conversely, these findings provide new evidence on the social determinants of health among youth and consequently highlight the potential interference from missing social interactions in the COVID-19 pandemic response. © Author (s).