An introduction to the philosophy of mathematics and its epistemological and didactic implications in the philosophy of mathematics education
DOI:
https://doi.org/10.5007/1981-1322.2026.e107438Keywords:
Philosophy of Mathematics, Mathematics Education, Epistemology, Ontology, Teacher EducationAbstract
This article offers a theoretical analysis of the main schools of thought in the philosophy of mathematics and their epistemological and didactic implications within mathematics education. Adopting a philosophical and hermeneutic approach, the study investigates how ontological and epistemological conceptions – such as Platonism, logicism, formalism, intuitionism, structuralism, and sociocultural approaches – influence pedagogical practices, curricula, and educational policies. The article argues that all teaching practices in mathematics are anchored, even tacitly, in a philosophy of mathematical knowledge, which shapes not only content but also teaching methods, assessment strategies, and understandings of error and learning. It asserts that philosophy of mathematics is an essential critical tool for teacher education, enabling the denaturalization of hegemonic models and promoting a more critical, inclusive, and philosophically informed approach to mathematics education. Rejecting the notion of a neutral mathematics education, it advocates for pedagogy grounded in ontological, epistemological, and ethical reflection. The article concludes by emphasizing the urgent need for robust philosophical training for mathematics educators, empowering them to critically examine the meaning of the knowledge they transmit, their educational goals, and the social and cultural impacts of their practice.
Keywords: Philosophy of Mathematics; Mathematics Education; Epistemology; Ontology; Teacher Education.
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