Guest Editorial: Activity Theoretical Approaches to Mathematics Classroom Practices with the Use of Technology

in November 2011, a symposium, ATATEMLO (Activity Theory approaches to technology-enhanced mathematics learning orchestration), took place in Paris with the goal to share and integrate competences, methodologies and ideas of researchers in the field of AT and mathematical teaching and learning, in order better to address issues related to orchestrations of mathematics learning with technology. This special issue has emerged from that symposium and subsequent work by its participants as expressed further below. In this discussion document we introduce Activity Theory and its roots together with brief accounts relating a number of particular perspectives. We address also our focuses in mathematics learning and teaching with technology, introducing and explaining some key terms. This is followed by details of the work that has taken place in the symposium and beyond. We introduce a set of papers which were first presented at the symposium and which, after further review and revision appear here in the special issue.