In this article I argue for a philosophical training of teachers in mathematics to make them critical to their own subject. The same as other teaching objects (e.g. chemistry, biology, geography and literature) mathematics is embedded in a culture, in a society, in a history, and in a school curriculum that is value-laden and power sensitive. Although most curricula spend few room for philosophical questions in favour of the purely mathematical subject, I’ll argue that a mathematics teacher with a philosophical training is better prepared to work with pupils who raise general or philosophical questions about the subject being taught. Moreover, I’ll show that a philosophical approach of teaching mathematics enhances mathematical literacy as defined by the OECD. Mathematics is part of pupils’ capacity of critical citizenship.
Original languageEnglish
Title of host publicationProceedings of the Tenth International Mathematics Education and Society Conference –MES10
EditorsJ Subramanian
PublisherHyderabad: University of Hyderabad
Pages1-10
Number of pages10
Publication statusPublished - 2019

Publication series

NameMES proceedings
ISSN (Print)2077-9933

    Research areas

  • mathematics, beauty, Values

ID: 44360019