This paper is about one of those complex and disputed concepts that live in the educational ecosystem: ‘Personal Learning Environment’ (PLE) and its application and manifestations in Mathematics Education. Although PLE is an expansive concept, that is, it is under construction and generates an on-going discussion; there are some things we can say more definitely about it. I am going to explore different approaches to concept formation as evident in mathematics education. I will therefore describe significant features a PLE should have as being creative and experiential; open and reflective and; connective and social some important ones. I will also survey the existing PLEs in online mathematics education and expose how I intend to design a mathematics course that will use history of mathematics as a cultural context and how this will promote the use of personal learning environments as a means to learn mathematics for young students. The questions my talk will expose arise as part of my own struggle looking for theoretical anchors to define this complex and unstable construct –PLE, and its role in Mathematics Education.
