Abstract
Mathematics are highly solid: clear, exact, logical, without ideology. At least as many people believe. For better understanding we bring this belief into a more general context of beliefs and ask: Why is there much readiness to take for example habitual, mysterious, conceptual things for granted or as natural, clear, obvious; to attribute content to words which one only articulates often enough; to mix models with their modelled objects; to mix all kinds of fiction and reality. Many examples will show: “Everywhere”, even/already in (school-) mathematics all these phenomena appear (contradicting its image). We hint at critical points, propose changes in language and arrangements and hence certain future didactical engagement: So that (school-) mathematics could be less formal and even more adapted to its true human image.
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