Abstract
Historically, the term philosophy of mathematical education is associated with the term philosophy of mathematics. However, mathematics as a mathematical education has its own foundations, schools, currents, and authors. Thus, it is possible to visualize from different research that one’s own research with foundations in the philosophy of mathematics is stronger than in the philosophy of mathematical education. In order to base the present research on the philosophy of mathematics education, we have made use of a mixed method, which involves a quantitative analysis of the references made in Scopus databases through their search algorithms, in addition to a qualitative design under the contributions of the onto-semiotic approach and the Kantian synthetic analysis. When trying to particularize the identity of the philosophy of mathematical education as an area of research in development, it is evident among the main approaches: (i) the identity process of the philosophy of mathematical education is still under construction; and, (ii) recognize the decoloniality of mathematical knowledge, imposed for centuries by Western mathematics, and backed by a single philosophy of mathematics.
Highlights
Interpreting mathematics involves interpreting different nuances of what it represents
This work constitutes a basis for the development and innovation of research where innovative frontiers of successful experiences are proposed in other sciences such as mathematics to be applied to the humanities [15], but especially in the area of mathematical philosophy which responds to the philosophy of education and the philosophy of mathematical education
One of the results shown by this research is that we have identified own elements to mathematics that influence the development of mathematical education
Summary
Interpreting mathematics involves interpreting different nuances of what it represents. In the search for an adequate balance for the comprehensive training of the future mathematics teacher, the curriculum will value contributions mainly from mathematics, pedagogy and didactics. This alludes to a dialogue of decades ago that brings to the debate the representations of both mathematics and education. Mathematics traditionally turns to a logistic philosophy in order to solve this debate, giving more importance to an abstract identity of science. Mathematical education exposes its identity from the understanding of the socio-cultural practices of those who participate in a training process in view of an adequate professional work
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