Activity Theory in Mathematics Education
Activity theory is the result of an attempt to construct a psychology that draws on and concretely implements epistemological principles of materialist dialectics as K. Marx presented them (Leont’ev 1978; Vygotsky 1997). Like Marx’s Das Kapital, activity theory is intended to explain change, learning, and development as an immanent feature of a system rather than in terms of externally produced cause-effect relations.
History of Activity Theory
L. S. Vygotsky generally is recognized as the founding father of activity theory because he introduced the idea of tool-mediated activity as a way of overcoming on-going psychological ideas consistent with stimulus–response or disembodied thinking approaches to cognition. Responding to the crisis of psychology, he explicitly stated the need for developing a Marxist psychology. Expanding on Vygotsky’s work, A. N. Leont’ev articulated what is now known as second-generation cultural-historical activity theory in his Activity,...
KeywordsVygotsky Leont’ev Dialectics Consciousness Personality Change
- Engeström Y (1987) Learning by expanding: an activity-theoretical approach to developmental research. Orienta-Konsultit, HelsinkiGoogle Scholar
- Holzkamp K (1993) Lernen: Subjektwissenschaftliche Grundlegung. Campus, Frankfurt/MGoogle Scholar
- Leont’ev AN (1978) Activity, consciousness and personality. Prentice Hall, Englewood CliffsGoogle Scholar
- Roth W-M, Lee YJ, Boyer L (2008) The eternal return: reproduction and change in complex activity systems. The case of salmon enhancement. Lehmanns Media, BerlinGoogle Scholar
- Vygotsky LS (1997) The historical meaning of the crisis in psychology: a methodological investigation. In: Rieber WR, Wollock J (eds) The collected work of LS Vygotsky, vol 6. Kluwer, New York, pp 233–343Google Scholar