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Pre-service teachers using core philosophical questions to analyze mathematical behavior.

de Freitas, Elizabeth (2017) Pre-service teachers using core philosophical questions to analyze mathematical behavior. In: Teaching the philosophy of mathematics. Mathematics Association of America. Mathematics Association of America, pp. 313-330.

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Abstract

In this chapter, I discuss a course in the philosophy of mathematics designed to help future high school mathematics teachers develop an understanding of philosophical questions about mathematics. My aim was to equip these future teachers with philosophical skills for analyzing mathematical behavior. Teachers who can analyze their students’ mathematical activity for how concepts are at work can get beyond simple evaluative responses to students –typically assessing their performance as right or wrong –and can begin to explore theirstudents’ mathematical thinking. This is a difficult skill to develop, and philosophy offers one way of doing so. Philosophical questions about mathematics open up discussions about why we have the mathematics we have, inviting consideration of how mat hematics is embodied in particular material practices

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