ABSTRACT
In the last decades the role of theory in Mathematics Education (ME) has so increased that Artigue (2011) speaks of “theoretical explosion in ME,” and surveys and books about theories of ME have been published with the aim of comparing and reflecting on different studies and trying to constitute a common ground for scholars (Lerman, 2006; Cobb, 2007; Simon, 2009; Sriraman & English, 2010).
