Search

Background: Mathematical problem-solving training has been the focus of previous research. But there is a research gap on the impact of the cognitive elements of philosophical research on improving mathematical problem solving education. Aims: To explain how cognitive elements of philosophical research can influence mathematical problem solving education. Method: This was a qualitative study. All texts containing the content of philosophical research as well as mathematical problem-solving instruction in the last two decades at home and abroad have been considered as discourses and in addition to the text of Polya and Schoenfield's books as the main and key works of mathematical problem-solving instruction. Sampling was done using the maximum diversity method to obtain all the usable codes. All found elements were coded and codes containing cognitive elements were extracted and analyzed. Data were analyzed using discourse analysis. Results: Philosophical research methods include the use of cognitive factors. A variety of thinking skills, conceptual reasoning, inference, use of abstract concepts, deep understanding of the problem and its conditions and response conditions, rearrangement and modification of problem terms and elements are common philosophical and mathematical problem solving methods. Conclusions: Since cognitive skills can be learned and practiced, training and practicing them can improve mathematical problem solving training. Philosophical research, because of the widespread use of reasoning and the analysis of abstract concepts, has the potential to be used in the mathematics classroom.

The objective of this essay is to reflect on the way in which research in philosophy -especially this one carried out in a PhDis, on the one hand, an erotic experience, since the philosopher is always a beginner, marked by the longing for infinity and, at the same time, for the fact of not being able to advance but of partiality by partiality; and, on the other hand, an experience of friendship, because the work of thinking is never done alone, but involves the company, the shelter of an interlocutor who lovingly recreates with his words a constellation of meaning that reveals that we do not know. In other words, this essay is an invitation to consider research of a doctoral dissertation in philosophy as an authentic experience of love, encounter and company.

El artículo propone unificar los criterios para citar y elaborar bibliografías en la investigación en filosofía y en ciencias humanas. Se analizan las ventajas y los inconvenientes del sistema tradicional y del sistema Harvard.The paper attempts to unify criteria for referencing documents and elaborating bibliographies in philosophy and human sciences research. The advantages and disadvantages of the Harvard system are confronted with more traditional methods.