| The basic task of this study was to analyze selected works of Martin Buber's philosophy to determine if his philosophy could give a perspective for the teacher of mathematics and thus provide a basis for a philosophy of mathematics education.;The results of the analysis were judged on the basis of two questions: (1) does Martin Buber's philosophy speak to the six categories identified for the analysis? and (2) on the basis of what Buber has to say, is it possible to develop some principles for the teaching of mathematics?;In regard to the first question it was determined that Buber's philosophy does speak to the six categories in varying degrees. Since Buber's philosophy is a philosophy based on relationships, the category of the tripartite relationship is the most extensively addressed. The other categories are all addressed to varying degrees, but all in terms of the main concept of relationships. Overall, the philosophy of Martin Buber is rich in its content as it speaks to the teacher of mathematics through the six categories selected. In regard to the second question, it is possible to develop principles for the teaching of mathematics. This is true even though Martin Buber's philosophy does not address mathematics specifically. The study found that principles can be listed under each of the categories of concepts identified for the study.;The overall conclusion of the study is that Martin Buber's philosophy does provide a perspective for the teacher of mathematics and hence does provide a basis for one to develop his philosophy of mathematics education.;In preparation for the analysis, six categories of concepts were identified. These categories were set up on the basis of readings in philosophy of education. The categories identified were the tripartite relationship, the language of the discipline, the abstract nature of the discipline, responsibility, preparation, and potentiality. These categories fall into three major groups in the teaching-learning situation, namely, the basic structure of the teaching-learning situation, the nature of the subject matter or discipline, and categories that relate to the persons or parties in the teaching-learning situation. One category, the tripartite relationship, is related to the basic structure of the teaching-learning situation; two categories, the language of the discipline and the abstract nature of the discipline, are related to the subject matter or discipline; and three categories, responsibility, preparation, and potentiality, are related to the persons or parties in the teaching-learning situation. Following the identification of the categories the analysis of those works of Martin Buber selected for the study was undertaken. |
