The process of coming to know relates to practical knowledge and the
applications of knowledge. Ryle (1949) established that practical knowledge
(‘knowing how’) belongs to epistemology as well as declarative knowledge
(‘knowing that’). Sneed (1971) proposes a model of scientific knowledge which
incorporates the range of intended applications (models) as well as the core theory.
This model has been extended to mathematics by Jahnke (Steiner, 1987). Such
approaches admitting practical knowledge or its applications into the traditional
domain of knowledge thus parallel aspects of the social constructivist proposals.