Enactivism in mathematics education: moving toward a re-conceptualization of learning and knowledge

Abstract

The paper explores three topics: interpretations and the world of significance; problem solving and problem posing; and knowledge as acquisition and knowledge as being. Trough these topics we illustrate the distance of enactivism from constructivism and the various extensions of it. After having discussed each theme and the issues they raise, we will highlight our appreciation of learning, knowledge, teaching and curriculum, proposing conceptualizations that offer paths of understandings and research.