# Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development

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## Abstract

This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives. Considering *teaching as activity*, it uses *Activity Theory* and, in particular, the *Expanded Mediational Triangle* (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework provided a way to address complexity in the activity of teaching and its development based on recognition of central social factors in mathematics teaching–learning.

## Keywords

Mathematics teaching Teaching as activity Activity theory Expanded meditational triangle Macroanalysis Microanalysis Teaching triad## References

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