
06270684
j
2014b.00371
Jankvist, Uffe Thomas
Iversen, Steffen M{\o}llegaard
`Whys' and `hows' of using philosophy in mathematics education.
Sci. Educ. (Dordrecht) 23, No. 1, 205222 (2014).
2014
Springer Netherlands, Dordrecht
EN
E20
D20
D30
philosophy in mathematics education
doi:10.1007/s1119101396163
Summary: The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so  the socalled `whys' and `hows'. More precisely, the `whys' are divided into the two categories of `philosophy as a tool' for teaching and learning mathematics, and `philosophy as a goal', referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the `hows' into three different categories is offered: illumination approaches; modules approaches; and philosophybased approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones.