This paper aims to reveal the potential of inferentialism, an emerging philosophy in mathematics education, to extend contemporary constructivist research regarding conceptual development. Going against the traditional view of a notion as the name of a corresponding concept and a constructivist way of naming second-order models, we provide a new view of the process of conceptual learning: Notions appear first, followed by concepts, which generate the next sentence. Arguing that learning is not an input--but rather an output--in a social environment, we, like constructivists, place value on learners' creativity and potential to go beyond socially regulated knowledge.