(…) that the later Wittgenstein presents us with an unreservedly social interpretation of mathematics that favours a certain direction for our research on mathematics education. According to this interpretation, mathematics could be considered to be constituted exclusively in complex social processes, in which case any conception of it mirroring a pre-existing world of mathematical objects is rejected. To contrast with the Wittgensteinian position, a Platonist position is presented and the two philosophical positions are discussed in relation to their significance for mathematics education (from the abstract).
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