In this article I argue for a philosophical training of teachers in mathematics to make them critical to their own subject. The same as other teaching objects (e.g. chemistry, biology, geography and literature) mathematics is embedded in a culture, in a society, in a history, and in a school curriculum that is value-laden and power sensitive. Although most curricula spend few room for philosophical questions in favour of the purely mathematical subject, I’ll argue that a mathematics teacher with a philosophical training is better prepared to work with pupils who raise general or philosophical questions about the subject being taught. Moreover, I’ll show that a philosophical approach of teaching mathematics enhances mathematical literacy as defined by the OECD. Mathematics is part of pupils’ capacity of critical citizenship.
|Title of host publication||Proceedings of the Tenth International Mathematics Education and Society Conference –MES10|
|Publisher||Hyderabad: University of Hyderabad|
|Number of pages||10|
|Publication status||Published - 2019|