Expanding the foci of activity theory: accessing the broader contexts and experiences of mathematics education reform.

In this paper, we consider our use of activity theory to examine empirical data from a study of reform in England - the implementation of the mathematics strand of the Key Stage 3 Strategy in two schools. Our concerns are largely methodological - we consider the aspects of reform that more traditional activity theory methods and foci were able to theorise - questions related to "what" had changed, and then consider those aspects that were left aside - participants' experiences of reform and the influences of broader dominant discourses relating to mathematics classroom practices. We then go onto show how concepts related to the notion of "boundaries" - boundary objects and boundary crossing can be used within an activity theoretical frame to theorise the gaps. We conclude by detailing the ways in which this expansion of foci adds to our understandings of policy implementation. [ABSTRACT FROM AUTHOR]