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                <term xml:lang="en">Tasks</term>
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              <p>The theoretical and methodological tools provided by the first generation of Activity Theory have been expanded in recent decades by the French community of cognitive ergonomists, followed by a sub-community of researchers working in didactics of mathematics. The main features are first the distinction between tasks and activity and second the dialectic between the subject of the activity and the situation within which this activity takes place. The core of the theory is the twofold regulatory loop which reflect both the codetermination of the activity by the subject and by the situation, and the developmental dimension of the subject's activity. This individual and cognitive understanding of Activity Theory mixes aspects of Piaget and Vygotsky's frameworks. It is first explored in this paper, associated with a methodology for analyzing students' mathematical activites. Then we present findings that help to understand the complexity of student mathematical activities when working with technology.</p>
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