1. Purpose of Learning Mathematics: Supreme Knowledge
- Author
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Dhakal, Durga Prasad, Upreti, Isha, and Niroula, Narayan Prasad
- Abstract
Mathematics evidenced un/manifested in/active, un/changeable, im/pure and primordial nature; therefore, it is illimitable to define as finite. It exists in the engineering of this universe. Philosophy of Mathematics studies abstract entities such as assumption and implication. Mathematics educators regard it as deductive tool and relate to solving the real-world problems. They tend to understand mathematics as already formulated syntax awaiting to be applied when needed. Notwithstanding, this paper emphasizes the purpose of learning mathematics as Supreme knowledge. The paper explores the ideal model of acquiring Supreme knowledge through mathematical pedagogy. The context of this study is developing a three-layered systematic model (Language to Syntax, Syntax to operation, and Operation to Visualization) in Mathematics Education; the model has been termed as DIN Mathematical model of pedagogy. The first layer brings about an input of mathematical language to Syntax, the second layer is about syntax to operation, and the third layer is about operation to visualization. Educators engage in the second layer in most of the time to solve the problems where learner inputs on the formulated syntax and find one-way output. Engaging in the second layer does not assist to create higher level of cognitive state of learners. In this case, the learner can not achieve a complete visualization of process of Mathematics learning. Therefore, learners may not achieve Supreme Knowledge. The DIN model proposes that the three parts creating by mental acts in mathematics education which leads the learners to the way of the Supreme Knowledge of mathematics.
- Published
- 2020