Activity theory for mathematics learning in and out of the classroom?

Abstract

This paper reports on an attempt to describe mathematics teaching and learning from the perspective of cultural-historical activity theory. It offers, with the intention of stimulating discussion and critique, a reading of the theory and its potential in guiding classroom practice. The paper presents briefly the development of the activity theory through its major phases, describes its theoretical position and discusses a mediational take on cognition, language, and appropriation of meaning in the mathematics classroom. Examples considered illustrative of an activity-theoretic approach in mathematics teaching and learning are presented. In doing so, the paper hopes to clarify the central concepts and principles of the theory and to take first steps to examining its possible use in theorizing about mathematics education in and out of the classroom.