Abstract
Mathematics Education has developed into a scientific discipline that deals with learning processes. Learning is a human experience that entails subjective, objective, cognitive, psychological, social, political and ethical issues. Therefore, mathematics education does not deal with fixed objects that we can grasp, manipulate and control as in hard sciences. Furthermore, the nature of its objects of research has led to several disconnected theories and research paradigms that question its epistemological coherence. The aim of this contribution is to reflect on the epistemological and foundational aspects of mathematics education, highlighting their relevance for the school practice.