PHILOSOPHY OF MATHEMATICS IN SECONDARY SCHOOL: PATHS TO CONCRETE LEARNING

Abstract

Mathematics  and  its  results  govern  the  way  we  interpret  the  world  from  a  scientific  perspective, representing an important language for describing phenomena and everyday life itself. Mastering its results, principles,  and  basic  operations  is  an  indispensable  means  for  collective  life,  since  all  relationships established within society directly or indirectly involve specific mathematical knowledge. In this sense, considering that learning mathematics is essential for the education of elementary school graduates, this article,  configured  in  a  bibliographic  study  of  a  narrative-qualitative  nature,  intends  to  analyze  the importance of mathematical philosophy as a link for consolidating teaching practices, capable of bringing students closer to the content, giving it meaning in the context of secondaryschool. For this purpose, works published between 2014 and 2024, available on the open access portal CAPES Journals, were researched and gathered through search descriptors, inclusion andexclusion criteria, and analysis categories. At the end of this research, it was observed that the philosophy of mathematics, wheninternalized in teachingpractice in a strategic way, tends to reinforce the logical thinking of students, ensuring real meaning for the content,  stimulating  historical  debate,  leading  the  student  to  understand  the  origins,  evolution  and importance of mathematics.