Abstract
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 methodological tools to pose and deal with research problems in mathematics education. Following Steiner’s Theory of Mathematics Education Programme, this theoretical framework is based on elements taken from diverse disciplines such as anthropology, semiotics and ecology. We also assume complementary elements from different theoretical models used in mathematics education to develop a unified approach to didactic phenomena that takes into account their epistemological, cognitive, socio cultural and instructional dimensions.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
