Home – Home – Jornals – "Philosophy of Education" 2022 number 4

Introduction. The task of Russia’s achieving technological sovereignty is connected with the necessity of training of mathematically educated scientists and engineers. This paper is intended to contribute to the discussion of ways to correct the situation with mathematical education. The thesis is emphasized that a simple return to the ideas and methods of mathematical education in the USSR will not solve the problem, since the tasks of mathematics, the areas of its applications have changed, social and cultural values have changed, students and their teachers have changed. All this requires discussion of some ideas regarding the dynamics of the movement of mathematical knowledge. The purpose of this paper is to analyze the current state of mathematics teaching in schools and universities, to identify the problems of modern education and outline the prospects for their solution. Methodology. The need to expand the context of the topic under discussion required access to general philosophical questions about the universal mechanisms and patterns of human cognitive activity within the epistemological approach to understanding mathematics, regardless of its specific forms and types. For this purpose, the methods of historical and comparative analysis are used in the study of scientific and methodological literature. Discussion. From the point of view of the epistemological approach, the issues of constructive expansion of knowledge about mathematical education and the connection of its characteristic features with the ontology of social cognition are revealed. The role and significance of the “human dimension of mathematical materialˮ are revealed. Conclusion. Recognizing the epistemology of education as a methodological regulator in the development of algorithms for evidence-based reasoning and the desire to revive, spiritualize the “dryˮ mathematical reality, the necessary provisions have been developed for the constructive expansion of knowledge about mathematical education in connection with the ontology of social and individual cognition.