A model of how mathematicians come to know — creating, theorising, researching

Abstract

In this chapter, I begin by explaining why I felt a need to create a model for how mathematicians come to know and how that model was derived out of the theoretical literature. I then address four epistemological challenges to mathematics arising from objectivity, homogeneity, impersonality and incoherence as all four create particular conditions for learning. In addressing these challenges, I explain how the categories of the model were derived as a consequence of a socio-cultural perspective on mathematics and its learning. In the final part of the chapter I provide information on the empirical study. I explain how, to test the epistemological model, I sought the participants, how the study was designed and the data were analysed.