Whether or not to group students according to their current mathematics achievement is one
of the most contentious issues in education. Research studies that have provided evidence …

In this paper we synthesize the theoretical model about mathematical cognition and
instruction that we have been developing in the past years, which provides conceptual and …

The nature of mathematical objects, their various types, the way in which they are formed,
and how they participate in mathematical activity are all questions of interest for philosophy …

En este trabajo presentamos una síntesis del modelo teórico sobre el conocimiento y la
instrucción matemática, en cuya elaboración venimos trabajando desde hace varios años …

In this paper, we consider gestures as part of the resources activated in the mathematics
classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the …

Several years ago, I had the opportunity to conduct longitudinal research in four Junior High-
School classes about the teaching and learning of algebra. The timing was just perfect: the …

Classical semiotic approaches are too narrow to investigate the didactical phenomena in the
mathematics classroom. In addition to the standard semiotic resources used by students and …

Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award
for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM …

The goal of this article is to present a sketch of what, following the German social theorist
Arnold Gehlen, may be termed “sensuous cognition.” The starting point of this alternative …

The aim of this paper is to investigate the progressive manner in which students gain fluency
with cultural algebraic modes of reflection and action in pattern generalizing tasks. The first …