Philosophy Perspective of Mathematics Education as a Field of Knowledge

Abstract

Philosophy of education is essentially the application of philosophical ways of thinking into the realm of education. Philosophy helps the process of implementing mathematics education. Philosophy directs and guides all processes that take place in mathematics education, so that education is carried out according to the right path and direction. The purpose of this study is to examine in depth how the philosophy of mathematics education perspective as a field of knowledge. The research method in this study used the literature study method. Data collection was carried out by collecting data from the library, from research journals and books and then reading, recording and processing these sources as research data. Philosophy of mathematics education as a field of knowledge provides a clear basis and direction for mathematics to become a means of thinking in discovering and developing various new knowledge and will then communicate the results of this knowledge so that it becomes useful and usable. Based on the study of ontology and epistemology, in carrying out mathematics education activities as a field of knowledge it is necessary to apply a philosophy of mathematics which involves the use of logic and the involvement of students in constructing their knowledge in solving existing phenomena or problems. Based on the axiological study, mathematics education as a field of knowledge will have value if students in the implementation of mathematics education are organized by involving the connections of mathematics with other sciences and connections with previously acquired knowledge.

Epistemological and Ethical Philosophy of Mathematics In 21st Century Mathematics Learning Practices

“…The philosophy of mathematics education as a field of science provides a clear foundation and direction for mathematics to become a means of thinking in discovering and developing various new knowledge and then communicating the results of this knowledge so that it becomes useful and beneficial (Telaumbanua et al, 2023). With an epistemological basis, it can be mapped the subjective-objective character of mathematical knowledge, its role in a socio-cultural context, the transfer between one knowledge and another, the relationship between the main principles of constructivism, socio-cultural views and didactics (Ernest, 2018).…”

P4C Practices in Mathematics Education: The Case of Math Stories

“…Although there are some books in the literature that make the connection between P4C and mathematics (Cunningham & Smith, 2012;Murris, 2017), the number of studies investigating the contribution of P4C to mathematics education is limited (Reznitskaya, et al, 2012;Trickey & Topping, 2013;Wang, 2020;Wu, 2021;Zulkifli & Hashim, 2020). Telaumbanua, et al (2023) argue that the implementation of mathematics education requires philosophy-based studies. Thus, there is a need for research to investigate the integration of P4C in mathematics education.…”

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

“…Designing culturally-rich local games for mathematics learning allows students to explore mathematical concepts within the context of their communities (Susanti et al, 2020). The philosophy of mathematics education plays a pivotal role in shaping the direction of mathematics as an academic discipline and promoting critical thinking and reasoning abilities among students (Telaumbanua et al, 2023;Mackrell & Pratt, 2017;Situngkir & Dewi, 2022). This research examines the interplay between mathematics and educational philosophy to enhance the quality of mathematics education (Sari & Armanto, 2022;Simangunsong, 2021;Schulz, 2009;Campos, 2010).…”