In this article, we present the asynchronous phases of digital mathematical discussions conducted along a didactic path on proof through the use of algebraic language with Grade 9 classes. We aim at characterising the digital environments where these discussions unfold (chat and Padlet) by examining students’ asynchronous interactions, through the framework of social modes of co-construction, and identifying the epistemic aspects of algebraic thinking, that is the activation and coordination of conceptual frames and anticipating thoughts. The results of this study provide insights into the relationship between students’ interactions and the development of collective algebraic thinking in asynchronous mathematical discussions.

Understanding students’ opportunities in mathematics education requires tools that capture the social and cultural dimensions shaping their engagement with the subject. One way to conceptualise these opportunities is through the notion of mathematics capital, which encompasses the resources and dispositions that students bring to their mathematical experiences. This study introduces and validates a questionnaire designed to measure secondary students’ mathematics capital, adapting the well-established science capital framework to the mathematical domain. Grounded in Bourdieu’s concept of capital, the questionnaire operationalises mathematics capital across mathematical forms of cultural capital, mathematics-related behaviours and practices, and mathematics-related forms of social capital. The questionnaire was administered to 119 students in an Italian secondary school as part of a broader study on mathematical memes. Statistical analyses, including correlation tests and Cronbach’s alpha, confirm the instrument’s reliability and internal coherence, highlighting the influence of both school and extracurricular environments. The questionnaire provides educators with a practical tool to better understand students’ engagement with mathematics and to inform strategies for fostering equity in mathematics education. By making mathematics capital a measurable construct, this research contributes to discussions on how cultural and social factors shape students’ trajectories in mathematics and beyond.