Theories of mathematics education: is plurality a problem?

In this chapter I examine empirically the diversity of theories in our field, based on a detailed study carried out recently, and I draw on the sociological theories of Basil Bernstein to relate the developments to the nature of intellectual communities and their productions. In particular, I suggest that the multiplicity and divergence are not surprising nor are they necessarily damaging to the field. I end by discussing concerns about accountability in relation to research in education.