MATHEMATICS APPROACHED FROM A COMPLEX PERSPECTIVE IN THE CLASSROOM

Abstract

The research described in this text was of a theoretical nature, based on Morinian complexity philosophy. The principle was adopted that languages are historical constructions carried out by both individuals and societies. Languages are not to be confused with the cognitive processes and products that correspond to them, but they go hand in hand with them. The hypothesis whose coherence we have sought to demonstrate in this scientific communication is that mathematics is a language and is developed, over time, with a view to achieving increasingly precise understandings, explanations and consensus on (among other things) phenomena and noumena. In other words: mathematics is human, and with it we try to move towards the understanding of so-called noumenic mathematics. The pedagogical contribution of this work consisted of the argumentative foundation of the proposal that, in mathematics classes, there should be reflections and debates about what knowledge is, particularly regarding what mathematical knowledge is, with emphasis, in such classes, on ideas supported by the philosophical system of the complexity.

DOI: https://doi.org/10.56238/sevened2025.030-006