The country math education activity system links to the global activity system by playing the role of ‘subject’in the latter. However, the hierarchical relationship between the two systems is not strong because it is not based on authority as is the case between the country and the school. This results in a socially loose activity system at the global level.
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Jurdak, M. (2009). The Global Context. In: Toward Equity in Quality in Mathematics Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0558-1_6
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DOI: https://doi.org/10.1007/978-1-4419-0558-1_6
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