A phenomenological response to the cognitive-discursive debate in the case of beliefs conceptualisation in mathematics education

In this article we step away from the traditional dichotomy in mathematics education research on beliefs, arguing that the divide between cognitive and discursive perspectives is artificial and counterproductive. Instead of viewing beliefs through the opposing frameworks, we propose a dynamic, constructionist model of beliefs formation rooted in lived experience. Drawing on multidisciplinary insights, we conceptualise beliefs as evolving, meaning-infused patterns shaped through transactional interactions between cognition, affect, language, and the social environment. In this model, affect connects bodily experiences with cognitive processes, while language links individual meaning-making to the broader social context. Belief formation, therefore, is not solely personal or entirely social but occurs within a phenomenological space where internal and external influences are interwoven. The paper advocates moving beyond binary thinking toward a holistic understanding of beliefs as emergent and context-dependent, offering a theoretical account of how individuals develop and modify beliefs within educational settings. This approach helps us understand some of the prevalent longstanding issues around beliefs in mathematics education research, as well as provide useful tools for operationalising beliefs-related professional learning.