On Mathematical Learning Processes and their Epistemological, Conceptual, and Cognitive Functions

Abstract

Recent research on Mathematics learning recognises that individuals ascribe meaning to objects of their thinking. However, some dynamic and interactive processes involved in ascribing meaning are not yet sufficiently specified. Here, the focus is directed at three such processes: contextualising, complementizing, and complexifying. The aims of this paper are to extend existing perspectives on these three processes and to highlight epistemological, conceptual, and cognitive aspects that are significant for mathematics learning. To this end, a research agenda is pursued that brings into dialogue different theoretical perspectives and positions. We argue that the three processes – contextualizing, complementizing, and complexifying – together constitute an interpretative model for learning mathematics from a perspective of ascribing meaning.