Abstract
The literature and our experiences suggest that gifted students believe doing mathematics is fi nding the right answer and learning mathematics involves memorizing isolated procedures. These beliefs are asynchronous with reform efforts predicated by a socio-cultural view of the teaching of mathematics and with the discipline of mathematics described within the philosophy of mathematics literature. We developed a philosophy of mathematics unit based on a notion of ’messiness’ and implemented it with gifted high school students during a philosophy course. Messiness highlights the uncertain, social, and contextual aspects of school mathematics. Preliminary analyses suggest that while most students did not engage with alternative visions of mathematics, some did, and their appreciation of mathematics seemed to grow. We conclude that high school math for all gifted students, not just those taking philosophy, should be infused with messiness.
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