Abstract
Abstract As we celebrate the launch of a new mathematics education journal focused (at least in part) on replication studies, I add to a conversation initiated by others (e.g., Aguilar, 2020) around what it would mean for our field to be more amendable to replication. This paper begins by examining several replication studies in mathematics education as a way to reflect upon types of replication studies and the importance of replication in our field. I then problematize the idea of a conceptual replication, and I explore the boundary between a replication and a follow-up study. Finally, I consider what it might take for the field of mathematics education to become a more replication-friendly culture by introducing a distinction between idea-initiated research and results-initiated research.
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