The integration of digital tools in mathematics education is considered both
promising and problematic. To deal with this issue, notions of webbing and
instrumental orchestration are developed. However, the two seemed to be
disconnected, and having different cultural and theoretical roots. In this
article, we investigate the distinct and joint journeys of these two
theoretical perspectives. Taking some key moments in recent history as points
of de- parture, we conclude that the two perspectives share an importance
attributed to digital tools, and that initial differences, such as different
views on the role of digital tools and the role of the teacher, have become
more nuances. The two approaches share future chal- lenges to the organization
of teachers'collaborative work and their use of digital resources.Comment: Teaching Mathematics and its Applications (2014) to be complete
