This document discusses the philosophy of mathematics education. It aims to help students understand the main problems in mathematics through its history, characteristics, and relationship to other fields. Key topics covered include definitions of philosophy from thinkers like Plato and Kant, the roles and bases of philosophy, divisions of philosophy according to subject matter like mathematical and educational philosophy, and perspectives on mathematics from philosophers like Plato, Aristotle, and Leibniz. The document provides an overview of the philosophy of mathematics education.

1. PHILOSOPHY
AND
MATHEMATICS
HISTORY
Marchamah Ulfa, M.Pd
marchamah@teknokrat.ac.id

2. OBJECTIVES OF THE COURSE
to enable students to build
understanding and theories
about the philosophy of
mathematics education which
covers the main problems in
mathematics, mathematical
history, characteristics, objects,
boundaries, principles and other
matters relating to mathematics.

3. COMPETENCY STANDARDS
Having high motivation and
desire accompanied by
awareness of the importance
of understanding and
studying the philosophy of
mathematics education based
on his beliefs and life
experiences.

4. PHILOSOPHY DEFINITION
The term philosophy comes
from the Greek "philosophia".
"philosophic" in the culture of
the Germans, Dutch and
French, "philosophy" in
English and, "philosophia" in
Latin and "philosophy" in
Arabic.

5. ACCORDING TO PLATO
philosophy is
knowledge of
everything that
exists

6. ACCORDING TO
IMANUEL KANT
philosophy is the science
which is the main and the
base of all knowledge
which includes four issues,
namely metaphysics,
ethics, religion, and
anthropology.

7. in general philosophy is
science that investigates
the nature of things.
Philosophy can be
interpreted as the source
of all branches of
knowledge.

8. Every philosopher has
his own definition. Not
contradictory but often
complementary and this
shows the breadth of
problem areas in
philosophy.

9. CAUSES OF HUMAN RELATED
No wonder
Disappointment
Want to ask
Doubt.

10. BASIC PROPERTIES OF
PHILOSOPHY
Radical thinking
Look for principles
Chasing the truth
Look for clarity
Think rationally.

11. THE ROLE OF
PHILOSOPHY
As a breaker
As a liberator
As a guide

12. BASIS TO LEARN PHILOSOPHY
 Ontology is the essence of reality as a
whole According to Good Laurens, there
are 3 methods of ontology namely:
1) Physical abstraction namely the nature
of an object
2) Abstraction of the form is the nature of a
group of objects type
3) Metaphysical abstraction that is the
nature of general objects

13.  Epistemology is a method of knowing
reality
1) Empiricism that is based on observed
facts
2) Rationalism that is processing the
observed facts
3) Phenomenalism (Immanuel Kant) that is
based phenomena that occur
4) Intuitionism that is based on analyzes

14. BASIS TO LEARN PHILOSOPHY
Axiology is assessing
reality / benefits

15. DIVISION OF PHILOSOPHY ACCORDING TO
THE CHARACTERISTICS OF THE OBJECT
(1) General philosophy or pure
philosophy of the object is the
overall reality of everything
(2) Special philosophy or applied
philosophy. has the object of
reality one of the most
important aspects of human life.

16.  Educational philosophy is
philosophical thoughts about
education that concentrate on
the educational process, it can
also be on the science of
education.

17. If prioritizing the education
process, what matters is the
ideals, forms, methods, and
outcomes of the education
process.

18. If prioritizing education,
the center of attention is
concepts, ideas and
development methods in
education

19.  Analytic philosophy
 Progesivism philosophy
 Existentialism philosophy
 Reconstructionist philosophy
 Constructivism philosophy

20.  Mathematical philosophy is a
branch of philosophy that
examines philosophical
assumptions, basics, and effects
of mathematics

21.  to provide a record of the nature and
methodology of mathematics and to
understand the position of mathematics
in human life.The logical and structured
nature of mathematics itself makes this
study broad and unique among other
philosophical counterparts.

22.  Mathematical philosophy has to do with the
function and structure of mathematical
theories.The theories are free from
assumptions or metaphysics. Mathematical
philosophy has to do with the function and
structure of mathematical theories.The
theories are free from assumptions or
metaphysics.

23.  Mathematical philosophy and
general philosophy in its history are
complementary.
 Among the mathematical
philosophers are Plato, Aristotle,
Leibniz, Kant AND Pythagoras,

24.  For plato what is important is the task of
reason to distinguish appearance
(appearance) from reality (reality) in
truth. According to him permanent /
permanent provisions, free to be
understood are only characteristic of
mathematical statements.

25.  Plato was convinced that there were
permanent, certain objects free from
thought which you called "one", "two",
"three" and so on. For Plato
Mathematics is not an idealization of
certain aspects which are empirical but
as a description of the reality section.

26.  Aristotle rejected Plato's distinction
between the world of ideas which he
called the reality of truth,
Aristotheles emphasized finding a
permanent 'world of ideas' and the
reality of the 'abstraction' of 'what'
appears.

27.  Leibniz agrees with Aristhoteles, that every
proposition in the final analysis takes the
form of a subject-predicate. Leibniz's concept
of the field of pure mathematical study is very
different from the views of Plato and
Aristotheles because according to him all
may say that propositions are necessary for
all objects, all possible events, or by using
their phases, 'in all possible worlds'.

28. Kant divides propositions into three
classes
 Analytical Proposition
 Synthetic proposition
 Arithmetic Proposition and pure
geometry.

29.  Basic properties of mathematics
 The history of mathematics
 Psychology of learning mathematics
 Theory of teaching mathematics
 Psychological child in relation to the growth
of mathematical concepts
 Development of school mathematics
curriculum
 Application of mathematics curriculum in
schools