Abstract

Although much has been written about the philosophy for children programme in the academic literature (and the press), there is very little on philosophy and the mathematics classroom, and the little there is has tended to treat mathematics within the context of this programme. By contrast, however, this chapter proposes a radically different perspective whereby the mathematics teacher is the dominant authority and directs the discourse from the front of the class. The aim of this perspective is to move the class towards a deeper understanding of mathematics through philosophy that specifically involves a cultural-historical approach. To place this perspective in context, this chapter begins with a critique of the philosophy for children programme as presented in the literature and critiques the use of philosophy as a bolt-on to the mathematics already learnt.