Social creativity and meaning generation in a constructionist environment

International audienceThe use of digital tools for " doing mathematics " has been studied both from the meaning making perspective and from the point of view of social interactions. In this study, we discuss how the use of digital tools that support collaboration, exchanging ideas and artifacts among students in a dense and intense way fosters the mechanism of meaning making in a group of 9 th grade students that interact with a half-baked microworld. We reemploy the UDGS model to describe meaning making, but this time from a social aspect, using the notion of social and sociomathematical norms. In this context of analysis, we search for instances of social creativity, while investigating the connection between creativity and students' joint mathematical thinking