The aim of the present article is to analyze changes in artifacts used for mathematics and for mathematics education in ancient Egypt using Vygotskian theory and cultural-historical activity theory (CHAT). Although CHAT often deemphasizes the historical evolution of artifacts, this evolution can be explained by contradictions within activity systems and between activity systems (such as schools and workplaces) and through the process of externalization. This analysis demonstrates that artifacts develop over historical and ontogenetic time, just as people and practices do. Implications for cultural psychology and for modern educational practices are discussed.

中文翻译：

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从文化-历史活动理论的角度看古埃及数学文物的变化

本文的目的是使用维果茨基理论和文化历史活动理论 (CHAT) 分析古埃及用于数学和数学教育的人工制品的变化。尽管 CHAT 经常不强调人工制品的历史演变，但这种演变可以通过活动系统内部和活动系统（如学校和工作场所）之间的矛盾以及外化过程来解释。这一分析表明，人工制品是在历史和个体发生时间发展的，就像人和实践一样。讨论了对文化心理学和现代教育实践的影响。