In the realm of mathematics education, philosophical perspectives play a crucial role in shaping

teaching approaches and learner outcomes. Two prominent schools of thought, absolutism and
fallibilism, offer distinct views on the nature of mathematical knowledge and its acquisition. By
understanding and integrating these perspectives, mathematics teachers can create a supportive
learning environment that fosters deep understanding, critical thinking, and problem-solving
skills

According to the absolutist view, mathematical knowledge is objective, absolute, and certain
(Popper, 1959). This perspective emphasizes the importance of arriving at precise answers and
highlights the role of the teacher as an authority figure. In the classroom, an absolutist approach
manifests in a focus on clarity, precision, and rigor. Teachers who subscribe to this view
encourage learners to strive for accuracy and emphasize the importance of precise calculations
and solutions (Kuhn, 2009).

Mathematics education is shaped by various philosophical viewpoints. In this assignment, we

explore the contrasting perspectives of absolutism and fallibilism and discuss how a
mathematics teacher can integrate these views to create an effective learning environment.
(Dweck, 2006).

Absolutism asserts that mathematical truths exist independently of human cognition. It

emphasizes fixed knowledge and objective principles. Mathematical concepts are timeless and
unchanging. Axiomatic systems provide a solid foundation. (Orstein & Hunkins, (1988).

However ,an on-going effort towards further developing the potential of individuals in a holistic
and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally
and physically balanced and harmonious, based on firm belief in and devotion to God. Such an
effort is designed to produce citizens who are knowledgeable and competent, who possess high
moral standards, and who are responsible and capable of achieving a high level of personal well-
being, as well as being able to contribute to the betterment of the society and the nation at
large(Kuhn, 2009).

Neverthess , the he fundamental aim of to achieve the country’s vision to prepare children to
become knowledgeable, highly trained and skilled individuals in order to meet the challenges of

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the millennium. However, it hoped that in order for this to be achieved, emphasis should be made
on science and technology, use of information technology, and inculcating good moral and work
ethics that is relevant for the Information Age (Rahman & Ahmad, 1998).

Moreover, Educational activities and programmes are more specifically intended to achieve the
following objectives: ‘provide pupils with the essential intellectual, affective and psychomotor
skills in a holistic and integrated manner to produce individuals who are intellectually,
physically, emotionally and spiritually balanced and functionally literate’; (Dweck, 2006).

In addition ‘inculcate and nurture national consciousness through fostering common ideas,
values, aspirations and loyalties in order to mould national unity and national identity in a
multiethnic society ’‘produce manpower with the requisite skills for economic and national
development’(Kuhn, 2009).

In addition ‘inculcate in pupils desired moral values and to promote personality and aesthetic
development as well as the sense of responsible and disciplined, and progressively enabling them
to contribute effectively towards nation-building’. (Dweck, 2006).

According to the National Education Act 1996, there is no discrimination against any citizen in
terms of access to education and financial support for the maintenance of pupils and students in
any educational institution. As enshrined in the Federal Constitution, equality and equal rights
are fundamental liberties (Kuhn, 2009).

However ,the concept of curriculum is elusive and epistemologically ill defined, because of the
fact that education is everybody’s business, from the lay person to the educational scientists. This
compounded with by the mere fact that there is not much agreement on where curriculum
matters finish and where the rest of education begins. Curriculum in Latin means a racing
chariot; currere was to run (Loggerenberg, 2000).

According to Tyler’s (2019 and Taba’s (1999) definition, curriculum is defined as a plan for
teaching or instruction. Pratt (1945:5) expanded the definition to “a plan for a sustained process
of teaching and learning”. According to shepherd and Ragan (Orstein and Hunkins, 1998: 9),

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stated that a curriculum “consists of the ongoing experiences of children under the guidance of
the school where children achieve self-realization through active participation within the school”.

Therefore, the tendency to define curriculum in terms of experience, and merely a plan, arose as
a result of the feeling that what was planned in a written document was not necessarily put into
practice by means of experiences (Lewy, 1991:27).

In further looking at other various definitions of curriculum, defined curriculum as “the

interrelated totality of aims, learning content, evaluation procedures and teaching-learning
activities and opportunities and experiences which guide and implement the didactic activities in
a planned and justified manner Philosophy , requires looking beyond the immediate to causes
and relationships and to future developments. In the words cited by Orstein & Hunkins (1988),
“our source of direction is found in our guiding philosophy”. That is to say, “our philosophy of
education influences and to some extent determines our educational decisions, choices and
alternatives.

However, philosophy provides educators, most especially curriculum workers and practitioners,
with a framework or base for organizing schools and classrooms. The framework relates to the
goals of education, content and its organization, the process of teaching and learning, and in
general what experiences and activities they wish to stress in schools and classrooms. The
importance of philosophy in determining curriculum decisions is articulated by Hopkins L. T
(1945): cited by Orstein & Hunkins (1988).

when a state office suggests a pupil-teacher time schedule, this is based upon philosophy, either
hidden or consciously formulated. When a course of study is prepared in advance in a school
system by selected group of teachers, this represents philosophy because a course of action was
selected from many choices involving different values”. However, there are several philosophical
thoughts or perspectives that shape the education system of various societies and this play a role
in development of curriculum . (Dweck, 2006).

However ,acknowledges that mathematical understanding is subject to revision and

improvement. It embraces uncertainty and encourages exploration. Mathematical knowledge
evolves over time. Cultural and historical contexts influence mathematical development.

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In addition, looking at the influence of curriculum by philosophical thought, several
classification schemes are possible; no superiority is thus claimed for the categories used. These
often evolve during curriculum development.

However, according to Orstein & Hunkins (1988), Plato is often identified as giving classic
formulation to idealist philosophy, one of the oldest that exist. However, the leading
contemporary proponent of idealism is J. Donald Butler. According to the idealist, emphasis is
placed on moral and spiritual reality as the chief explanation of the world. Truth and values are
seen as absolute, timeless and universal. As a primarily intellectual process, learning involves
recalling and working with ideas; education is properly concerned with conceptual matters.
According to the idealist, at the top of the hierarchy are the most general abstract subjects:
Philosophy and theology and lower in curricular ladder are the natural and physical sciences.

According to Orstein & Hunkins (1988), Aristotle is often linked to the development of realism,
another traditional school of thought. According to the realists, “the world is viewed in terms of
objects and matter”. Through their senses and reasons people can come to know the world.
Everything is derived from nature and is subject to laws.

On the other hand,the realists stressed a curriculum consisting of organized, separate subject
matter, content and knowledge that classifies objects. For instance, human experiences can be
related to history and animals studied under zoology. To realists “teachers are the source of
authority”. Modern realists include Harry Broudy and John Wild. (Dweck, 2006).

Furthermore ,Pragmatism according Orstein & Hunkins (1988), is also referred to

experimentalism is based on change, process, and relativity. It construes knowledge as a process
in which reality is constantly changing. According to pragmatists learning occurs as a person
engages in problem-solving; problem-solving is, moreover transferable to a wide variety of
subjects and situations. In looking at the interaction between learner and environment, there is
constant change, as with the transactions or experiences. Teaching is more exploratory than
explanatory. What is needed is a method for dealing with change and scientific investigation in
an intelligent manner. The great educational pragmatist is John Dewey, who sees education as a
process of improving human condition.

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In addition: in as much as pragmatism is mainly an American philosophy that evolved before the
turn of the 20th century, existentialism was mainly a European philosophy that became popular
after World War II. Some of the proponents of existentialism in American Education include
Maxine Greene, George Kneller, and Van Cleve Morris who stressed that individualism and
personal self-fulfillment (Orstein & Hunkins, (1988).

According to existentialists, individuals have to make their choices and decisions. Whatever we
choose varies from other individuals. They prefer to free learners to choose what to study and to
determine what is true.

Furthermore, they stated that the most important kind of knowledge is about the human condition
and the choices each person has to make, and that education is a process of developing
consciousness about the freedom to choose and the meaning of responsibility to one’s choices. In
addition ,Students actively construct meaning through inquiry Enhancing Learner Performance
Balancing Perspectives Absolutist Elements. Emphasize foundational concepts and rigorous
proofs. Transmit elegant mathematical structures

Moreover ,encourage questioning and alternative approaches. Explore real-world applications

and interdisciplinary connections Creating a Supportive Environment Absolutist Approach**:Set
high standards for accuracy. Provide structured practice. (Dweck, 2006).

Fallibility Approach. Celebrate mistakes as learning opportunities. Foster collaborative problem-

solving. Promoting Critical Thinking Absolutis.Teach deductive reasoning and logical proofs.
Challenge students with complex problems. (Dweck, 2006).

On the other hand, the fallibilist perspective posits that mathematical knowledge is provisional,
open to revision, and subject to error (Lakatos, 1976). This view recognizes the tentative nature
of mathematical knowledge and encourages critical thinking, exploration, and experimentation.
Fallibility teachers foster a growth mindset, emphasizing that mistakes are opportunities for
growth and learning (Dweck, 2006).

Furthermore, by balancing both perspectives, mathematics teachers can create a supportive

learning environment that promotes deep understanding and critical thinking. By acknowledging

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the absolutist emphasis on precision and accuracy, teachers can ensure learners develop a strong
foundation in mathematical concepts. Simultaneously, embracing the fallibilist view allows
teachers to encourage learners to explore, experiment, and develop problem-solving skills.

In conclusion, the absolutist and fallibilist schools of thought offer valuable insights for
mathematics education. By integrating these perspectives, teachers can create a learning
environment that fosters critical thinking, problem-solving skills, and a growth mindset. As
mathematics education continues to evolve, recognizing the value of both absolutist and
fallibilist views can lead to improved learner outcomes and a deeper understanding of
mathematical concepts.

References:

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.

Kuhn, T. S. (2009). The Structure of Scientific Revolutions. University of Chicago Press.

Lakatos, I. (1976). Proofs and Refutations. Cambridge University Press.

Popper, K. (2007). The Logic of Scientific Discovery. Routledge.