This article addresses the issue of the plurality of theories and perspectives in education research, and introduces postperspectival theory as a means to work with this plurality. Three pieces of research are discussed, all focusing on children's learning of numbers, one taking a cognitivist perspective, the other two a more sociocultural perspective. Drawing on poststructuralist theory, the article addresses questions of how we make sense of research from multiple perspectives--in particular, how researchers might respond to apparent contradictions that arise when working across perspectives. A proposal for a means of working towards a synthesis of theory, using the example of children's learning of number, is proposed. An argument is made that a postperspectival approach is first of all possible, and secondly an important tool in the construction in the development and application of educational theory.