In our technological age, many technologies and real-world objects communicate with each other or partly merge. However, this combination of technologies and real-world objects has not yet found its way into everyday teaching practices in schools to any great extent. To investigate the possibilities of combining technologies and real-world objects in mathematics classes, we conducted an exploratory educational study with 47 students. Analysing students’ data using the principles of grounded theory demonstrated that for students in our study (A) using open tasks with multiple solutions, (B) immediate feedback and (C) novelty effects in the learning process, are essential to design mathematics learning environments with combining technologies and real-world objects when learning basic logical operations.

在我们的技术时代，许多技术与现实世界中的对象相互交流或部分融合。但是，这种技术与现实世界的结合尚未在很大程度上进入学校的日常教学实践。为了研究在数学课中结合技术和现实世界对象的可能性，我们对47名学生进行了探索性教育研究。使用扎根理论的原理分析学生的数据表明，对于我们研究的学生（A）使用具有多种解决方案的开放式任务，（B）在学习过程中即时反馈和（C）新奇效应，对于设计数学学习环境至关重要在学习基本逻辑操作时结合了技术和现实世界中的对象。