| Abstract: | This article analyzes the relation between cognitive psychology, as a broad theoretical framework, and the psychology of mathematics education. It is argued that mathematics education should not simply “borrow” from cognitive psychology; rather, our discipline should provide its own psychological research problems, its adapted investigation strategies, and even, in certain circumstances, its adequate original concepts. It is argued that the didactical orientation of its research endeavors highlights new, original theoretical and applicative perspectives, perspectives that cognitive psychology cannot provide by itself. Some examples are described that emphasize the difference between the broad cognitive approach and that of the psychology of mathematics education. |
