Communicational perspectives on learning and teaching mathematics: prologue

Michal Tabach*, Talli Nachlieli

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework—commognition. Within this framework, learning mathematics is defined as a change in one’s mathematical discourse, that is, in the form of communication known as mathematical. Teaching can be defined as the communicational activity the motive of which is to bring the learners’ discourse closer to a canonic discourse. Reading the five research articles interconnected via their shared theoretical infrastructure has the potential to further develop insights about various aspects of teaching and learning mathematics.

Original languageEnglish
Pages (from-to)299-306
Number of pages8
JournalEducational Studies in Mathematics
Issue number3
StatePublished - 1 Mar 2016


  • Communicational perspective
  • Discourse analysis
  • Learning mathematics


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