Philosophical dialogues in Mathematics Education

Abstract

This work, a philosophical essay, explores the potential of the use of philosophical debate and, therefore, of the dialogical and dialectical method, in the context of a classroom, particularly with regard to the training of future teachers who will teach mathematics. To complete this endeavor, scenes and dramatizations are created inspired by the Platonic method of dialogues and, also, following Ricoeurian reflections, the construction of narratives in a believable plot. It starts with a statement attributed to the mathematician and philosopher Bertrand Russell to, from there, explore the characters' conceptions and beliefs in relation to numbers, mathematics and the teaching of mathematics. The expectation is that, among other things, it will be possible to highlight the analytical, symbolic basis, based on writing, from which the teaching of mathematics is nourished and which, on the other hand, contributes to a process of alienation of mathematical work by disregarding the contexts of production, distribution and control of mathematical knowledge.