Abstract
Theory is seen as playing both a foreground role, in the sense that the enterprise of research in mathematics education is to develop theory, and a background role, since all observation is theory laden. After considering different theoretical stances towards observation, data, and analysis, three broad approaches to research in mathematics education are identified and the role played by theory in each of these is discussed. The chapter concludes with some speculations concerning possible directions for development, moving from language as core domain of problematicity, to images, icons, and the impact of electronic media on interpretation in the future.
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