# Instrumentation in Mathematics Education

**DOI:**https://doi.org/10.1007/978-94-007-4978-8_80

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## Definition

In order to define *instrumentation* in the context of mathematics education, it is necessary to define *instruments*: at this stage of this article, we do not differentiate between *instruments* and *artifacts*, i.e., we regard them as things that are *created* and *used* by humans to help, assist, support, enlarge, and empower their activity. Instrumentation is the action to give someone an *instrument*, or the process by which someone acquires an instrument, in order to perform a given activity. The notion of instrumentation is part of a network of concepts; we will focus here on the main dialectical relationships between them.

### Instrumentation and Instruction

Contrary to the common perception that mathematics is a pure mental activity, the importance of instruments in mathematical activity has been largely acknowledged: “the development of mathematics has always been dependent upon the material and symbolic tools available for mathematics computations” (Artigue 2002, p. 245). What is...

## Keywords

Appropriation Artifact Document Instrumental genesis Instrumentalization Instrumentation Orchestration Resources System of Instruments## Notes

### Acknowledgments

Thanks to Ghislaine Gueudet and Birgit Pepin for their reading of the preliminary version of this article and their inspiring comments.

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