Abstract
Through examples we explore the practice of mathematical pursuit, in particular on the notion of proof, in a cultural, socio-political and intellectual context. One objective of the discussion is to show how mathematics constitutes a part of human endeavour rather than standing on its own as a technical subject, as it is commonly taught in the classroom. As a ''bonus'', we also look at the ped- agogical aspect on ways to enhance understanding of specific topics in the classroom.
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