Investigating the role of philosophy of mathematics as the bridge to meaningful mathematics teaching in the classroom

Abstract

This dissertation investigates the intricate relationship between the philosophy of mathematics and mathematics education, particularly within the South African context. The comprehensive exploration comprises five chapters, each with a distinct focus. Chapter 1 serves as an introduction and contextualization of the study. In Chapter 2, there is an in-depth review of the philosophy of mathematics, exploring various schools of thought, their influence on mathematical knowledge, and their compatibility with teaching practices. This chapter also includes an examination of the landscape of mathematics education in South Africa. Chapter 3 delves into the research methodology, utilizing analytical autoethnography and a variant of grounded theory to collect insights from personal experiences and mathematics educators. Chapter 4 unveils compelling findings, revealing how integrating philosophical perspectives into the classroom enhances curiosity, problem-solving skills, and interdisciplinary connections. Moreover, it investigates the infusion of philosophy into South African mathematics education, elucidating both challenges and opportunities. In the concluding Chapter 5, the study draws from these insights to formulate actionable recommendations. These recommendations offer a roadmap for elevating mathematics education by merging philosophical concepts and pedagogical strategies, ultimately enriching the learning experience for South African learners.