Abstract / Synopsis
Foundational philosophical beliefs about mathematics in the mathematical community may have an unappreciated yet profound impact on ethics in mathematical practice and mathematics education, which also affects practice. A philosophical and historical basis of the dominant platonic and formalist views of mathematics are described and evaluated, after which an alternative evidence-based foundation for mathematical thought is outlined. The dualistic nature of the platonic view based on intuition is then compared to parallel historical developments of universalizing ethics in Western thought. These background ideas set the stage for a discussion of the impact of traditional mathematical beliefs on ethics in the practice and education of mathematics in the mathematical community. This is compared to the potential of a belief in evidence-based mathematical foundations on mathematical practice and education.
DOI
10.5642/jhummath.GOSN2205
Recommended Citation
Richard Spindler, "Foundational Mathematical Beliefs and Ethics in Mathematical Practice and Education," Journal of Humanistic Mathematics, Volume 12 Issue 2 (July 2022), pages 49-71. DOI: 10.5642/jhummath.GOSN2205. Available at: https://scholarship.claremont.edu/jhm/vol12/iss2/6
Terms of Use & License Information
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Included in
Applied Ethics Commons, Logic and Foundations of Mathematics Commons, Mathematics Commons
