On the need for theory of mathematics learning and the promise of "commognition"
pp. 219-228
in: Paul Ernest (ed), The philosophy of mathematics education today, Berlin, Springer, 2018Abstrakt
In this chapter, research in mathematics education is defined as a special type of discourse in which potentially useful stories about learning and teaching mathematics are being told. A consistent collection of stories coming from a given discourse is known as a theory. A commognitive version of theory of mathematics learning, made distinct by its foundational assumption about the unity of thinking and communicating, is then presented in accord with this discursive definition.