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These few pages briefly present the way in which Activity Theory has beenadopted for several years now by French researchers in didactics of mathematicsand has been adapted to study the learning of school mathematics in relationwith the teaching that students receive, as well as teachers practices. Commongeneral features of the methodology that each one afterwards worked on andcontinues to develop according to his own research objects, make it possible tospecify some principles deriving from well-known learningTheories. Some resultsare outlined, as well as difficulties and perspectives.

Activity Theory in Didactics of Mathematics -- What is Taken As Shared