With our conceptualization of Harre and van Langenhove's (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and…

A didactic principle of operative concept formation is described and explained. It is argued that this principle meets current demands for practical geometric activities with concrete forms and for the exploration of the primordial relation between geometry and reality. (MK)