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This paper offers an argument for the return to a consideration of the basic issues in mathematics education research in order to better understand the mechanisms of mathematics learning. A return to these basic issues can also shed light on the difficulties students encounter in learning mathematics. In organizing the argument, three kinds of difficulties are distinguished that students encounter in mathematics learning: temporary difficulties, recurrent difficulties, and standing or insuperable difficulties. (Contains 22 references.) (DDR) Reproductions supplied by EDRS are the best that can be made from the original document. 1PERMISSION TO REPRODUCE AN