Abstract
The integration of digital tools in mathematics education is considered both promising and problematic. To deal with this issue, notions of webbing and instrumental orchestration are developed. However, the two seemed to be disconnected, and having different cultural and theoretical roots. In this article, we investigate the distinct and joint journeys of these two theoretical perspectives. Taking some key moments in recent history as points of de- parture, we conclude that the two perspectives share an importance attributed to digital tools, and that initial differences, such as different views on the role of digital tools and the role of the teacher, have become more nuances. The two approaches share future chal- lenges to the organization of teachers'collaborative work and their use of digital resources.
| Original language | English |
|---|---|
| Pages (from-to) | 193-209 |
| Journal | Teaching Mathematics and its Applications |
| Volume | 33 |
| Issue number | 3 |
| Publication status | Published - 2014 |