Educational forms of initiation in mathematical culture

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An overview of cultural historical activity theory (CHAT) use in classroom research 2000 to 2009 (2012, methodology): “An activity in CHAT, according to Van Oers ( 2001 ) is “any motivated and object-oriented human enterprise, having its roots in cultural history, and depending for its actual occurrence on specific goal-oriented actions” (712).”
Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development (2009, background): “Central to a sociocultural approach according to Van Oers (2001, p. 71) , following Leont’ev’s activity theory, is the concept of activity, which refers to “any motivated and object-oriented human enterprise, having its roots in cultural history, and depending for its actual occurrence on specific ”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “The rise of a discursive approach in math education has happened slowly over the past 15 to 20 years drawing its momentum mainly from Vygotsky and Bakhtin along with an increased emphasis on situated, everyday learning and ethnographic approaches that describe the roles of culture and community in l”