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The integration of digital tools in mathematics education is considered bothpromising and problematic. To deal with this issue, notions of webbing andinstrumental orchestration are developed. However, the two seemed to bedisconnected, and having different cultural and theoretical roots. In thisarticle, we investigate the distinct and joint journeys of these twotheoretical perspectives. Taking some key moments in recent history as pointsof de- parture, we conclude that the two perspectives share an importanceattributed to digital tools, and that initial differences, such as differentviews on the role of digital tools and the role of the teacher, have becomemore nuances. The two approaches share future chal- lenges to the organizationof teachers'collaborative work and their use of digital resources.

Webbing and orchestration. Two interrelated views on digital tools in mathematics education