In this theoretical article, we explore the possibility that instead of a mathematical connection arising "in-between" two (or more) pre-existing ideas or objects, which have presumably been known or understood, that connection is itself the motor of understanding. The standard view of connection, in which two existing ideas or concepts…

This paper reports on a teaching experiment on mathematical modelling in an upper secondary school class that investigates how the constructs of "model eliciting" and "emergent modelling" may be brought together to inform teaching and learning. A prominent role is covered by the process of task design, seen as a complex process…

International comparisons of languages have shown how mathematical concepts can be expressed and conceptualised in different languages. For multilingual students, these findings raise the question of how the interplay of languages and conceptualisations shape multilingual learning processes. This paper presents an investigation of case studies of…