The Future of Education

Is it possible to learn mathematics using the body? Is it possible to construct mathematical knowledge through our senses? Is it possible to conceive students not just as a bodiless head with sociocultural context? The aim of this presentation is to discuss the introduction of structured objectivism in the dissemination of mathematical knowledge and how this shaped school mathematics curriculum. Thus, the truths behind discourses about the suppression of individuality –from sensations to geometrical intuitions– led to “break out the private mental world of individual subjectivity” (Daston y Galison, 2007, p. 256).

According to de Freitas (2013) we do not perceive mathematics as an occurrence of mathematical events, but as the existence of objects. “Logic and axiomatic relations tend to erase the temporal and ontological” (Op. Cit., p. 582). Therefore school mathematics curriculum is based in a platonic idea, axiomatics (Delueze, 1994). In my perspective, and I am sure that I am not the only one thinking about it, school mathematics is perceived as a supra-knowledge (sacred) and it is impossible to problematize and construct through our senses. Untouchable knowledge learned by bodiless heads with sociocultural context. What if we turn this around? What if we start thinking mathematics within spatio-temporal conditions? What if we start using our bodies?