Mathematics education is viewed as a process imbedded in social interaction. Alternatives to seven widely recognized modeling perspectives that provide conceptual foundations for mathematics learning are discussed. (MP)

Discussed are categorization schema, with elaborations about attendant epistemological obstacles, concerning the twin notions of understanding and comprehension, per se, as well as the processes affecting their attainment. Included is an example of such a schema involving the concept of the limit of a numerical sequence. (JJK)