“…Numerous frameworks explicitly include a theoretical analysis as an initial step in their research cycle, as is the case of the APOS theory (Arnon et al, 2014), whose theoretical analysis culminates in the socalled preliminary genetic decomposition. This is a hypothetical model of the mental structures and mechanisms that a student may need to build a specific mathematical concept: numerical sequence (Bajo, Gavilán-Izquierdo, & Sánchez-Matamoros, 2019), linear transformation (Roa-Fuentes & Oktaç, 2010), derivative (Borji, Alamolhodaei, & Radmehr, 2018), vector space (Parraguez & Oktaç, 2010), eigenvectors and eigenvalues (Salgado & Trigueros, 2015); among others. In these works, the authors carry out their theoretical analyses based on one or more data sources: researchers' mathematical understanding of the concept, their experiences as teachers, prior research on students' thinking about the concept, historical perspectives on the development of the concept, and/or an analysis of text or instructional materials related to the concept (Arnon et al, 2014).…”