In this commentary, I will critically elaborate on the potential impact of the coordinated papers of this volume on further development of research in mathematics education. The papers, which share common theoretical frameworks, will be categorized into three different classes: "demolishers of illusions", "economizers of thought" and "energizers of practice". I will analyze the role played by psychology and related sciences as a possible enrichment of the frameworks, especially where technologies are concerned. Finally, I will discuss the possible conflict between the need to consider the phenomena elicited in this kind of studies and the sophistication required by the theoretical constructs, which makes the results of these studies very difficult to communicate to the international community.