On the identit(ies) of mathematics education

This critical notice reviews sections of three recently published Handbooks of relevance to the community of educational psychology, cognitive science, and mathematics education researchers. In particular it examines (a) the overlap between the historic foundations of cognition, mathematics education, and educational psychology; (b) the shared problem of identity; (c) areas of consonance and dissonance, particularly the need to bring in socio-political issues; and (d) the complexity of understanding and modeling human cognition.