Phenomenology, logic, and mathematical proof: a study toward a qualitative approach in teacher education

Abstract

This study proposes to delineate philosophical-phenomenological foundations for the course “On the Mathematics of Basic Education and Its Teaching,” within the framework of teacher education at the professional master’s level. The work problematizes classical logic and mathematical demonstration, leading them back to their origin in the lived experience of meaning and to the evidence that grounds rational validity. In light of phenomenology, especially Husserl’s analyses of evidence and grounding, it seeks to understand logic not as an isolated formal technique, but as the expression of a constituting rationality. The text articulates conceptual foundations and formative implications for teaching, assuming moments of phenomenological-descriptive language — aimed at the explication of the intentional structures of consciousness — and others of a more expository-didactic character, directed toward the systematic organization and communication of the proposed contents.