This article is a commentary on the mathematical working space (MWS) approach and draws on the articles contained in this "ZDM" issue. The article is divided into three parts. In the first part I discuss the place of the MWS approach among the French theories of didactique des mathématiques. In the second part I outline what I think are…

In this commentary, theoretical principles pertaining to the role of epistemic cognition in teaching and professional development, synthesized from the content of this special issue on reflection and reflexivity, are proffered. These theoretical notions are then followed with a critical analysis of specific challenges encountered in enacting these…

Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing…

This article argues that Robert Brandom's work can be used to develop ideas in the area of social epistemology. It suggests that this work, precisely because it was influenced by Hegel, can make a significant contribution with philosophical anthropology at its centre. The argument is developed using illustrations from education: the first, from…

In his essay on the role of creativity in science and of science in society, Hisham B. Ghassib (2010) points out that science is much more a series of common attitudes and practices rather than a clearly delineated set of methods. The author agrees. The author also agrees that scientific knowledge is playing a key role in the forward development…

This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was…

Technology-supported education has become increasingly important and popular. Although it has long been claimed that a technology-enhanced learning environment is often more motivating than its traditional counterpart, not too many inspiring empirical studies have been carried out. In this article, the traditional approach in the motivation…

The purpose of the author's contribution to this colloquy was to spark conversation on the theoretical nature of communication processes and the evidentiary requirements for testing their relationship to group outcomes. Co-discussants have raised important issues concerning the philosophical basis of the socioegocentric model (SM) and dual-level…

Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kurschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the "same"…

In this article, the author distinguishes between evaluation and other cognitive processes. He looks at unpacking evaluation into component processes to avoid confusion that hampers effective evaluation work, and to provide a foundation for an epistemology and logic of evaluation. The author advocates that evaluation is a compressed representation…

Designers of interactive learning environments face the issue of managing the learner's cognitive load, reducing irrelevant sources while optimizing useful sources of load. I propose a conceptual framework aimed at organizing the contributions of the papers presented in this special issue. The framework identifies three main dimensions, namely…

In this rejoinder, I comment on how going through the activity of participating in this forum and of engaging in dialogue with my commentators makes sense at several levels--most importantly, at the personal and the conceptual--and how these two levels are intricately connected. The link between the personal and conceptual (cognition and…

Meaning is one of the recent terms which have gained great currency in mathematics education. It is generally used as a correlate of individuals' intentions and considered a central element in contemporary accounts of knowledge formation. One important question that arises in this context is the following: if, in one way or another, knowledge…

In their review of the empirical research, Muis, Bendixen, and Haerle (2006) bring closure to the debate between domain specificity and domain generality of epistemic beliefs and provide a framework for future research. In response to their review, this article comments on issues that remain for those who wish to examine the nature of the…

The shortcomings of the dominant information processing models of cognition are outlined, and two alterative models derived from semiotics are presented. In addition, the possibility of incorporating J. J. Gibson's ecological theory of affordance within the semiotic models is explored as a means of addressing some criticism of the latter models.…