The present article provides a systematic synthesis of research results have been obtained through studies on the processes of mathematical agreement (MA) in Mathematics Education. In particular, show how the concept of MA has been useful to describe, explain and predict both processes of knowledge construction such as the existence of breaks in different conceptual corpus of mathematical knowledge which lead to the existence of various phenomena associated with teaching students the concepts of and teachers and school functioning of knowledge. To achieve this will first explain the conceptual development of the concept of MA. Subsequently proceed to explain the nature of the results of the investigations carried out around the concept of mathematical convention.
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