Reflection toward Philosophy of Mathematic

Maheshwor Pokhrel

Campus Name:prithivi Narayan campus pokhara , email address:maheshworphokrel@gmail.com

Abstract
Philosophy of mathematics is the branch of philosophy whose task is to reflect on, and
account for the nature of mathematics. Philosophy of mathematics is absolutism and fallibilism.
Philosophy of mathematics is one branch of philosophy mathematics education. Philosophical
Foundation of mathematics education is related to education, curriculum, teaching, learning,
pedagogy, psychology, sociology, technology, culture and content. This article base on document
analysis method. Document analysis is a systematic procedure for reviewing or evaluating
documents. The absolutist views of mathematical knowledge is that it consists of certain and
unchangeable truths. In the fallibilism views, reality is constantly changing; knowledge is not
static which in turns shows that mathematics objects are not statistics and absolute. Philosophy
of mathematics influence in mathematics education in Nepal.
Key word: Philosophy, Foundation, fallibilism, absolutism, mathematics, education.

Introduction
Philosophy of mathematics is the views about the nature of mathematics. The
philosophy of mathematics is the branch of philosophy that studies the philosophical
assumptions, foundations, and implications of mathematics. Philosophy of mathematics is the
branch of philosophy whose task is to reflect on, and account for the nature of mathematics. The
philosophy of mathematics address such questions: What is the basis for mathematics? What is
the nature of mathematical truth? What is the truth of mathematics? What is the justification for
their assertion? Why is the truth of mathematics necessary truth? (Ernest, 1991.p.XII). The
philosophy of mathematics solves that type of question. The answer of that type of question
gives the philosophy of mathematics. The answer of above questions is different aspect with
different view. The answer of different view of that questions are varies different philosophy of
mathematics. Philosophy of mathematics and mathematics education are related with its
metaphysics, epistemology, axiology and logics.
According to lerman (1990) and Tuge (2008) there are main current in the philosophy of
mathematics, namely the absolutist and fallibilism philosophy of mathematics.
Many people think that mathematics and mathematics education are same. Mathematics
and mathematics education are two separate disciplines in the field of education. Mathematics is
the subject which has its own axioms, postulates and theorem but in mathematics education it
does not have own axioms, postulates and theorem. A broad view of mathematics education
takes it as the study of how people learn and do mathematics. Mathematics education is both the
set of practice as well as field of knowledge. Mathematics education must view mathematics
within the context of total education of the individuals (James, 2000).
Philosophical Foundation of mathematics education are related to curriculum,
teaching ,learning, pedagogy, psychology, sociology,technology,culture and content .The aim of
mathematics education at all level should excite the creative faculty of the learner and develop
his/her precise mathematic habit of thinking. Nature of mathematics and mathematics education
are different .So philosophy of mathematics and philosophy education is different but related to
each other. Philosophy is relevant with the philosophy of mathematics which inquires into nature
of mathematics including its objects and knowledge .Philosophy of Mathematics education is
also related with learning theory, sociology, philosophy and education.

Methodology

This article base on document Analysis method.Document analysis is a systematic

procedure for reviewing or evaluating documents—both printed and electronic (computer-based
and Internet-transmitted) material. Like other analytical methods in qualitative research,
document analysis requires that data be examined and interpreted in order to elicit meaning, gain
understanding, and develop empirical knowledge (Corbin&Strauss, 2008).For this article I
collected related books ,articles about philosophy of mathematics and mathematics education .I
analyze about philosophy of mathematics and mathematics education from those books and
article and write facts and views about philosophy of mathematics and mathematics education.

Reviews, Results and Discussion

Philosophy of mathematics
The philosophy of mathematics is the philosophical study of concepts and methods and
mathematical knowledge from philosophical point of views. The philosophy of mathematics
address such questions: What is the basis for mathematics? What is the nature of mathematical
truth? What is the truth of mathematics? What is the justification for their assertion? Why is the
truth of mathematics necessary truth? (Ernest, 1991.p.XII) . The philosophy of mathematics
solves that type of question. The answer of that type of question gives the philosophy of
mathematics. The philosophy of mathematics is systematic concepts of all mathematical
knowledge, theory of absolute truths, system of values, result of logical thinking, logical
mathematical knowledge of reality, scientific thinking and critical composition of reality. The
philosophy of mathematics is the philosophical study of the concept and methods of mathematics
from philosophical point of view. It places mathematics at the core of human knowledge as
crucial element of the process of abstraction. it concerns with the nature of number, geometrical
objects and other mathematical concepts. Further, it is concerned with their cognitive origins and
their applications to reality. The philosophy of mathematics deals with the special problems that
arise from our possession of mathematical knowledge.
The philosophy of mathematics is in the midst of a Kuhnian revolution. For over two
thousand years, mathematics has been dominated by an absolutist paradigm, which views it as a
body of infallible and objective truth, far removed from the affairs and values of humanity.
Currently this is being challenged by a growing number of philosophers and mathematicians,
including Lakatos (1976), Davis and Hersh (1980) and Tymoczko (1986). Instead, they are
affirming that mathematics is fallible, changing, and like any other body of knowledge, the
product of human inventiveness (Ernest, 1991, p.xi).
According to lerman (1990) and Tuge (2008) there are main current in the philosophy of
mathematics, namely the absolutist and fallibilism philosophy of mathematics.

Absolutism

The absolutist view of mathematical knowledge is that it consists of certain and

Unchallengeable truths. According to this view, mathematical knowledge is made up
Of absolute truths, and represents the unique realm of certain knowledge, apart from
Logic and statements true by virtue of the meanings of terms, such as ‘All bachelors are
unmarried’ (Ernest, 1991, p.7). This absolutist view of mathematical knowledge is based on two
types of assumptions: those of mathematics, concerning the assumption of axioms and
definitions and those of logic concerning the assumption of axioms, rules of inference and the
formal language and its syntax. These are local or micro assumptions. There is also the
possibility of global or macro-assumptions, such as whether logical deduction suffices to
establish all mathematical truths. I shall subsequently argue that each of these assumptions
weakens the claim of certainty for mathematical knowledge (Ernest, 1991, p.8).
According to absolutist view, mathematics is far from the surrounding of their human life
.Mathematical knowledge is not related with our surrounding and practicality of human life.
Mathematical knowledge is out of time circle because we can add new research on it. These
views indicate that mathematical knowledge is out of human construction. Absolutist views
explore that mathematics consists of unchangeable truths; logic and mathematics are considered
to be the domain of certainty, and tautology and analytical thinking about mathematics (Acharya,
2072, p.12).
According to this views mathematical result are concrete truth, nature of mathematical
knowledge be pure, objective and truth is not established on personal thought and ideas. The
absolutist Philosophy of mathematics includes3 schools of thought; logicism, Formalism and
Intuionism.
Logicism
Logicism is the school of thought that regards pure mathematics as a part of logic. If all
of the mathematics can be expressed in purely logical terms and produced from logical alone,
then the certainty of mathematical knowledge can be reduced that of logic (Ernest, 1991, p.9).
Logicism is the philosophical theory about the status of mathematical truth .B .Russell
and G.Frege are the founder of logicism school. The logicism thesis is that mathematics is the
branch of logic. It main purpose is to reduce mathematics to logic. It claims that all mathematical
concepts and all theorems are developed as theorem of logic (Pandit, 2007, p.35).

At the hands of Bertrand Russell the claims of logicism received the clearest and most explicit
formulation. There are two claims such that all the concepts of mathematics can ultimately be
reduced to logical concepts, provided that these are taken to include the concepts of set theory or
some system of similar power, such as Russell’s Theory of Types and all mathematical truths can
be proved from the axioms and rules of inference of logic alone (Ernest, 1991, p.9).

Formalism
Formalism views claims that pure mathematics can be expressed as the uninterpreted
formal systems, in which the truth of mathematics is representing by theorem. This views focus
that the safety of this formal systems can be demonstrate in terms of their freedom from
inconsistency , by meant of meta-mathematics (Ernest,1991,p.10). Formalists contend that it is
the mathematical symbols themselves, and not any meaning that might be ascribed to them, that
are the basic objects of mathematical thought.
Ernest (1991) argues that traces of a formalist philosophy of mathematics can be found in
the writings of Bishop Berkeley, but the major proponents of formalism are David Hilbert
(1925), early J.von Neumann (1931) and H.Curry (1951). Hilbert’s formalist programmed aimed
to translate mathematics into uninterpreted formal systems. By means of a restricted but
meaningful Meta mathematics the formal systems were to be shown to be adequate for
mathematics, by deriving formal counterparts of all mathematical truths, and to be safe for
mathematics, through consistency proofs. The formalist thesis comprises two claims such as pure
mathematics can be expressed as uninterpreted formal systems, in which the truths of
mathematics are represented by formal theorems and the safety of these formal systems can be
demonstrated in terms of their freedom from inconsistency, by means of Meta mathematics
(p.10).
The formalist wishes to select the truly mathematical language from among the many
symbolic languages that may be consistency developed. The main problem with formalist is that
the actual mathematical ideas that occupy mathematicians are removed from the minute string
manipulation games. This philosophy focused that mathematical knowledge must be restructure
by the help of formal rules and meta mathematics bur themes knowledge are not change. it focus
the contradictory relation with consistency of proof.

Intuitionism (constructivism)
In intuitionism (constructivism), mathematics is conceived as the intellectual activity
in which mathematical concept are seen as mental construction regulated by natural law
(Acharya, 2072, p.14). The constructivist programme is one of reconstructing mathematical
knowledge (and reforming mathematical practice) in order to safeguard it from loss of meaning,
and from contradiction. To this end, constructivists reject non-constructive arguments such as
Cantor’s proof that the Real numbers are uncountable, and the logical Law of the Excluded
Middle (Ernest, 1991, p.11).
 It is involved in a process of meaning making, knowledge construction and knowledge is
actively constructed by the learner. Constructivism is a perspective of teaching and learning in
which a learner constructs learning from experience and interaction with others and teacher’s
role is to provide meaningful experience for students.

Constructivists view that classical mathematics may be unsafe, and that it needs to be
rebuilt by ‘constructive’ methods and reasoning. Constructivists claim that both mathematical
truths and the existence of mathematical objects must be established by constructive methods.
This means that mathematical constructions are needed to establish truth or existence, as opposed
to methods relying on proof by contradiction. For constructivists knowledge must be established
through constructive proofs, based on restricted constructivist logic, and the meaning of
mathematical terms/objects consists of the formal procedures by which they are constructed
(Ernest,1991,p.11).
In restricted areas where there are both classical and constructivist proofs of a
result, the latter is often preferable as more informative. Whereas a classical existence proof
May merely demonstrate the logical necessity of existence, a constructive existence Proof shows
how to construct the mathematical object whose existence is asserted.
This lends strength to the positive thesis, from a mathematical point of view.
However, the negative thesis is much more problematic, since it not only fails to account for the
substantial body of non-constructive classical mathematics, but also denies its validity. The
constructivists have not demonstrated that there are inescapable problems facing classical
mathematics nor that is it incoherent and invalid. Indeed both pure and applied classical
mathematics have gone from strength to strength since the constructivist programme was
proposed. Therefore, the negative thesis of intuitionism is rejected. Another problem for the
constructivist view is that some of its results are inconsistent with classical mathematics. Thus,
for example, the real number continuum, as defined by the intuitionists, is countable. This
contradicts the classical result not because there is an inherent contradiction, but because the
definition of real numbers is different. Constructivist notions often have a different meaning
from the corresponding classical notions (Ernest, 1991, p.12). According to intuitionist,
philosophy of mathematics should be defined as a mental activity and not as a set of theorems.

Absolutist philosophy focus that mathematics is objectivity, complete, certain and

unchangeable truth. In conclusition, logicism says that mathematics is wholly logical and logic
is the foundation of mathematics .formalism says that mathematics is a formal system ,universal
symbolism is important and formal proofs are need to justify the cannon of mathematical
knowledge. Constructivism says that classical mathematic needs reinventing, constructive proofs
are necessary to establish mathematical truths and mathematics occurs in mind.
After sometimes they fell to establish the absolute certainty of mathematical truth.
Absolutist philosophies of mathematics have failed to establish the logical necessity of
mathematical knowledge. Each of the three schools of thought logicism, formalism and
intuitionism (the most clearly enunciated form of constructivism) attempts to provide a firm
foundation for mathematical truth, by deriving it by mathematical proof from a restricted but
secure realm of truth. Society is change and mathematics is the product of society, so
mathematics knowledge must be change but absolutist philosophy is not accepting that
assumption. Due to Fallacy of absolutism, new philosophy arises such as fallibilism.

According to paul Ernest (1991),the fallibility believes that mathematical knowledge

or object of mathematics are results of human activity. In the fallibilism views, reality is
constantly changing; knowledge is not static which in turns shows that mathematics objects are
not statistics and absolute. According to Paul Ernest (1991), the fallibility believes that
mathematical knowledge or objects of mathematics are results of human activity. In the
fallibilism views, reality is constantly changing; knowledge is not static which in turns shows
that mathematics objects are not statistics and absolute. Fallibilism rejects narrow philosophy of
mathematics focus on Foundationist epistemology and Platonist ontology.
Properties of mathematics for the fallibilism are mathematics as social process, no source
are reliable, tautology are necessarily true but mathematics is not, there are no authoritative
source of knowledge ,every theory are guided by certain assumptions, doubt leads us to the realm
of revision and invention and mathematical knowledge is corrigible and open to revision.

There are 3 types of fallibilism such fallibilism1, fallibilism 2 and fallibilism 3.

Fallibilism1: Humans make mistakes F1 is trivial (Clearly true). Fallibilism1 which asserts that
mistakes occur in mathematics because humans make mistakes. Fallibilism1 is trivial because
clearly human beings are fallible, i.e., make mistakes, and all philosophies of mathematics would
accept this. So this version is discarded with no further trouble (Ernest,2005).
Fallibilism2: mathematical knowledge is may be false. It is enough to find one falsehood or
contradiction and assumes absolute truth judgments can be made (Ernest,2005).
Fallibilism3(social constructivism): Math's is a relative, contingent, historical Construct.
Absolute judgments re truth, correctness can never be made. Criteria and definitions vary with
time, context, and never final form (Ernest,2005). It claims that the concepts, definitions, and
rules of mathematics were invented and evolved over millennia, including rules of truth and
proof. It is also knowledge as social constructivism. (This is a postmodern view of mathematics).
Social constructivism as the philosophy  mathematics primarily as a social construct,
as a product of culture, subject to correction and change (Acharya,2072). Mathematics is so
unreasonably effective in providing the conceptual foundations of our scientific theories about
the world. Paul Ernest (2005) has proposed an inclusive philosophy of mathematics giving an
alternative way to absolutist philosophy. Inclusive mathematics education acknowledges human
diversity and involves supporting the diverse learning needs of all students in general
mathematics classrooms.
 Social constructivism offers explanations for how the objects of mathematics are cultural
fictions emerging from the use of mathematical language and symbolism, yet seem so solid; and
how mathematics is so unreasonably effective in providing the conceptual foundations of our
scientific theories about the world.
According to paul Ernest (2005) Social Constructivism links both the learning of
mathematics and research in mathematics in an overall scheme in which knowledge travels either
embodied in a person or in a text, and the processes of formation and warranting in the two
contexts are parallel. It is proposed as a philosophy of mathematics building on the ideas
elaborated above with the aim of potentially or possibly addressing dimensions of an enlarged
philosophy of mathematics. social constructivism is that it adopts conversation as the basic
underpinning representational form for its epistemology and mathematics as basically linguistic,
textual and semiotic, but embedded in the social world of human interaction.It claimed that the
novelty of social constructivism is to realise both that mathematical knowledge is necessary,
stable and autonomous, but that this co-exists with its contingent, fallibilist3, and historically
shifting character.
Social Constructivism is related with nature of mathematics. According to Social
Constructivism, natures of mathematics are: Mathematics is problem posing and problem
solving. Mathematics is the activity of finding and studying patterns and relationships.
Mathematics is a language. Mathematics is doing mathematics. Mathematics is a path to
independent thinking. Mathematics is a way of thinking and a tool for thinking. Mathematics is a
changing body of knowledge, an ever-expanding collection of related ideas. Mathematics is
useful for everyone and everywhere. Mathematics is practicable and applicable subject.
Mathematics is enjoyable subject. Mathematic is social and cultural product.

Critical reflection of philosophy of mathematic in context of Nepal

Philosophy of mathematics is one branch of philosophy mathematics education.

Philosophical Foundation of mathematics education are related to curriculum, teaching
,learning, pedagogy, psychology, sociology,technology,culture and content . Philosophy of
mathematics is absolutism and fallibilism.
Many people think that mathematics and mathematics education are same.
Mathematics and mathematics education are two separate disciplines in the field of education.
Mathematics is the subject which has its own axioms, postulates and theorem but in mathematics
education it does not have own axioms, postulates and theorem. A broad view of mathematics
education takes it as the study of how people learn and do mathematics. Mathematics education
is both the set of practice as well as field of knowledge. Mathematics education must view
mathematics within the context of total education of the individuals (James ,2000).Foundation of
mathematics education are related to curriculum, teaching ,learning, pedagogy, psychology,
sociology,technology,culture and content .The aim of mathematics education at all level should
excite the creative faculty of the learner and develop his/her precise mathematic habit of
thinking. Nature of mathematics and mathematics education are different .So philosophy of
mathematics and philosophy mathematics education is different but related to each other.
 Key philosophy of mathematics education are critical theory, philosophy of
mathematics, Epistemology, ontology and ethics. Paul Ernest discusses that which is first
philosophy in mathematics education among them. He brings the debate about the first
philosophy in the past decades of time. Aristotle argues for metaphysics as first philosophy
claiming that it is the most fundamental part of philosophy. Similarly, Descartes says that
epistemology is the first philosophy because it is the basis for all our knowledge. Paul Ernest
says that all branches of philosophy are equally near or equally distant from the concern
mathematics education (Ernest, 2012).Mathematics education is as applied science. It helps
educating the people. Its philosophy related to philosophy of education, psychology, cultural,
sociology, and technology.
The absolutist Philosophy of mathematics includes 3 schools of thought; logicism, Formalism
and Intuionism.Efect of that views, mathematics is abstract, subjective, terrorist, statics and
unsocial, theoretical, more logical and impracticable subject. Mathematics education has been
affected by absolutism in Nepal. Due to that philosophy some math myths are terrifying, statics,
solitary, impractical major as career preparation.
When I was students from primary level to university level, my views about
mathematics are: Mathematics problems have one and only one right answer. Mathematics is
facts and rules with one way to get the right answer. You find the rule and get the answer.
Usually, the rule to use is the one your teacher just taught you. You don’t need to understand
why the rules work. If you don’t solve a problem in five minutes, then you’ll never solve it.
Only geniuses discover or create mathematics, so if you forget something, you’ll never are able
to figure it out on your own. Mathematics problems have little to do with the real world. In the
real world, do what make sense? In mathematics, follow the rules. Mathematics is arithmetic.
These views came from impact of absolutism.
When I am student my parent views about mathematics are: Mathematics is about
numbers and arithmetic, unbending accuracy and infallible rules. The students should know the
basics. Mathematics is an innate ability. Mathematics is difficult, and so, students should not be
expected to do too much. These views also came from impact of absolutism.
When I am university lecture, my views has been change due to study of nature
mathematics .Nowadays mathematics curriculum of Nepal has been change due to impact
fallibilism. My view about mathematics has been change such as Mathematics is not arithmetic.
Mathematics is problem posing and problem solving. Mathematics is the activity of finding and
studying Patterns and relationships. Mathematics is a language. Mathematics is doing
mathematics. Mathematics is a path to independent thinking. Mathematics is a way of thinking
and a tool for Thinking. Mathematics is a changing body of knowledge, an ever-expanding
collection of related ideas. Mathematics is useful for everyone and everywhere. Mathematics is
practicable , applicable and enjoyable subject.

Conclusition

The philosophy of mathematics is the philosophical study of concepts and methods and
mathematical knowledge from philosophical point of views. There are two types philosophy of
mathematics such as absolutism and fallibilism. The absolutist views of mathematical knowledge
is that it consists of certain and unchangeable truths. In the fallibilism views, reality is constantly
changing; knowledge is not static which in turns shows that mathematics objects are not statistics
and absolute. Philosophy of mathematics is one branch of philosophy mathematics
education.philosphy of mathematics and philosophy mathematics education is related and
influence to each other. Key philosophy of mathematics education that are critical theory,
philosophy of mathematics, Epistemology, ontology and ethics. I have been discussion about
philosophy of mathematic and mathematics education, impact of philosophy of mathematics in
mathematics education in Nepal. I share views of my experience about philosophy of
mathematics in context of Nepal.

Reference

Achary,B.(2072).Foundation of mathematics Education .Dikshant prakasan

Ernest, p. (2005). Social constructivism as a philosophy of mathematics, University of Exeter,
UK
Ernest, P. (2012). What is our first philosophy in mathematics education?. For the Learning of
Mathematics, 32(3), 8-14.
Ernest, p. (2016). The Philosophy of Mathematics Education, Springer: Germany
Ernest.P(1991). The Philosophy of Mathematics Education. The flamer press, Taylor&Francis
Inc
Horsen&leon(2019),philosophy of mathematics ,The Stanford Encylopedia of
Philosophy,spring ,metaphysics &Research Lab,Standford University.
James,(2000),Mathematics Dictionary,Fourth Edition ,CBS Publisher,New Delhi,India.

Lerman,S.(1990), Alternative Perspectives of the Nature of Mathematics and Their Influence on

the Teaching of Mathematics, British Educational Research Journal, Vol. 16, No. 1 (1990), pp.
53-61
Pandit,R.P.(2007).Foundation of Mathematics Education. published by indira
pandit:Kathmandu,Nepal