In this article, I make a case for the inputs that Martin Heidegger’s theoretical perspective offers to current concerns about the nature of mathematics, its teaching and learning, and the problem of subjectivity. In particular, I consider Heidegger’s notion of positive science and discuss both its applicability to mathematics and its importance to mathematics education. I argue that Heidegger’s ontological position is consonant with some sociocultural approaches in mathematics education and that Heidegger’s work can shed some light on the problem of knowing and being. Finally, I raise some questions concerning subjectivity and the link between language and mathematical objects.
On Friday, a new article by Giorgio T. Bagni was released from Educational Studies in Mathematics. The article is entitled Mathematics and positive sciences: a reflection following Heidegger. Bagni takes Heidegger‘s Being and Time as a starting point in an examination of Heidegger’s ideas about sciences in general and mathematics in particular. Here is the abstract of Bagni’s article: