Science and mathematics educators have taken forms of reasoning – including questioning, hypothesizing, and justifying – with empirical data central to cultural development of individuals and societies. Investigations of how people know and learn have been conducted from a variety of theoretical perspectives. Traditionally the discussion of reason often has been restricted to accounts constructed after the sense-making event as if a thought were a thing that could stand independently of the concrete praxis of talking, writing, or doing in a particular setting.