The Ambition of Absolute Agreement in Mathematics, and Deviations from It

Constructivist Foundations 18 (2):279-281 (2023)
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Abstract

I claim that mathematics is constructed with the ambition of allowing for absolute agreement. Dealing with students’ thinking that deviates from the supposedly absolute agreement is a key problem for mathematics teaching. Some sources for such deviant thinking include the relationship between mathematics and modelled reality, and the “imaginary” nature of probability.

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