Johnson, 2008: Aquisitionists, on the other hand, view meaning, thought, and learning as separable products of mathematical activity. Nevertheless, most contemporary acquisition theories, including forms of constructivism, suggest that learning takes place as a result of social interaction (Cobb, 1994; Jones & Brader-Araje, 2002). Therefore, acquisitionists may regard discourse as a way of getting at mathematical meaning, thought, and learning, while the participationist viewpoint suggests that discourse may be the very embodiment of such things.