Abstract
Pupils' learning in mathematics depends on both the types of tasks and the kind of discourse that the teacher orchestrates when implementing the tasks in lessons. This is also true in lessons where computers are used.
The article brings some insights into the pupils' participation in the solution to the task when netbooks are used. Video recordings of 18 mathematics lessons with netbooks were analysed from this point of view.
It was found out that in most of the 39 identified episodes with hetbooks, traditional school tasks were used which could have easily be solved without computers. More specifically, in 7 episodes worthwhile mathematical tasks were used but their potential was not fulfilled - the pupils did not get enough space to develop their own solving strategies while the teacher led them towards his/her predetermined solution.
Elements of funnelling interaction patterns were discerned in some episodes. Two examples of the missed learning opportunities are given and implications for teacher education drawn.