@article{radford_inferentialism_2017,
	title = {On inferentialism},
	volume = {29},
	issn = {1033-2170, 2211-050X},
	url = {http://link.springer.com/10.1007/s13394-017-0225-3},
	doi = {10.1007/s13394-017-0225-3},
	abstract = {This article is a critical commentary on inferentialism in mathematics education. In the first part, I comment on some of the major shortcomings that inferentialists see in the theoretical underpinnings of representationalist, empiricist, and socioconstructivist mathematics education theories. I discuss in particular the criticism that inferentialism makes of the social dimension as conceptualized by socioconstructivism and the question related to the objectivity of knowledge. In the second part, I discuss some of the theoretical foundations of inferentialism in mathematics education and try to answer the question of whether or not inferentialism overcomes the individual-social divide. In the third part, I speculate on what I think inferentialism accomplishes and what I think it does not.},
	language = {en},
	number = {4},
	urldate = {2023-03-23},
	journal = {Mathematics Education Research Journal},
	author = {Radford, Luis},
	month = dec,
	year = {2017},
	pages = {493--508},
}

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