Abstract
The article presents results of data analysis of 11 mathematics lessons (29 episodes) in which netbooks were used within one-to-one computing. The research questions were: What is the pupil's role in teaching in which netbooks are used? How does he/she participate in the solution to the task using the netbook? What are the types of tasks solved with the support of netbooks? The result of a qualitative analysis is a classification of tasks and of pupils' participation in the solution to tasks using netbooks (examples are provided).
It was found out that traditional types of tasks and a pupil as a spectator or user prevail. It ties with other research and points to the key role of developing teachers' technological pedagogical content knowledge.