Elisa Bezençon
Université de Fribourg
This article examines the possibility of philosophizing about mathematics with children. It aims at outlining the nature of the practice of philosophy of mathematics with children in a mainly theoretical and exploratory way. First, an attempt at a definition is proposed. Second, I suggest some reasons that might motivate such a practice. My thesis is that one can identify an intrinsic as well as two extrinsic goals of philosophizing about mathematics with children. The intrinsic goal is related to a presumed inherent importance of presenting children with some philosophical questions about mathematics. The extrinsic goals consist of first the positive effects such a practice can have on mathematical learning and abilities and second the fostering of children's understanding of philosophical method of inquiry and thinking and therefore of their philosophical thinking competences. Third, some examples found in the literature of previously developed ways of practising philosophy of mathematics with children are presented. This article aims at giving a general outlining picture of the issues surrounding the practice of philosophy of mathematics with children and should therefore be read as an encouragement to further development and studies.
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References found in this work BETA

Mathematical Truth.Paul Benacerraf - 1973 - Journal of Philosophy 70 (19):661-679.
The Unreasonable Effectiveness of Mathematics in the Natural Sciences.Eugene Wigner - 1960 - Communications in Pure and Applied Mathematics 13:1-14.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
A Platonist Epistemology.Mark Balaguer - 1995 - Synthese 103 (3):303 - 325.

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