Resumo

SILVEIRA, Marisa Rosâni Abreu da; SILVA, Paulo Vilhena da  e  TEIXEIRA JUNIOR, Valdomiro Pinheiro. The Philosophy of Language and its Implications for Teaching Practice: Wittgensteinian perspectives for teaching mathematics. Perspectiva [online]. 2017, vol.35, n.2, pp.462-480. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2017v35n2p462.

In this paper we identify two issues that we understand to be challenges to the education of mathematics teachers: the first concerns the implications of the philosophy of language, particularly the ideas of L. Wittgenstein for teaching mathematics. This field of philosophy, by denying that meanings reside in the mind, places language as the main character in the acquisition of concepts. According to the Austrian philosopher’s argument, the meanings of our linguistic expressions are human creations and reality is linguistically constructed, which questions cognitive theories such as constructivism. The second challenge concerns the teaching of mathematics as a human institution, that is, as an asset that must be socialized to all regardless of their cultural or socioeconomic differences.

Palavras-chave : Teaching of Mathematics; Educational Theories; Educational Practice; Philosophy of Wittgenstein.

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