Annotated Bibliography

1- This book demonstrates how philosophical thinking can be used to improve children   thinking.

Lipman, M. (1980). Philosophy in the classroom. Philadelphia, PA: Temple University Press.

2- This book provides methods of teaching that improve reasoning and judgment.

Lipman, M. (2003). Thinking in education. Cambridge, UK: Cambridge University Press.

3- This paper describes what makes a discussion philosophical and also presents different types of philosophical discussions that can be used in the classroom.

Lipman, M. (1996). Philosophical discussion plans and exercises, Analytic Teaching and Philosophical Praxis, 16(2), 64-77.

4- This paper discusses how philosophical dialogue helps students avoid developing negative attitudes toward mathematics by forging a meaningful connection between math and everyday experience.

Fisherman, D. (2013). Philosophy and the faces of abstract mathematics, Analytic Teaching and Philosophical Praxis, 34(1), 37-45.

5-This paper discusses how engaging students in philosophical dialogue enhances autonomous and critical engagement with mathematical problems and a deeper understanding of concepts.

Daniel, M.F. (2013). Engaging in critical dialogue about mathematics, Analytic Teaching and Philosophical Praxis, 34(1), 58-68.

6-This paper explores the applicability of the philosophical approach (philosophy for children) to the teaching of mathematical concepts.

Roemischer, J. (2013). Can philosophic methods without metaphysical foundations contribute to the teaching of Mathematics? Analytic Teaching and Philosophical Praxis, 34(1), 25-36.

7. This paper presents an approach of using philosophical inquiry in the math classroom through modeling activities that require interpretation, questioning, and multiple approaches to solution.

 English, L. (2013). Modelling as a vehicle for philosophical inquiry in the mathematics curriculum. Analytic Teaching and Philosophical Praxis, 34(1), 46-57.

8- This paper shows that awareness of crucial philosophical questions that have arisen during history of mathematics is essential for teachers who intended to teach math.

Chassapis, D. (2013). The history of mathematics as scaffolding for intro­ducing prospective teachers into the philosophy of mathematics. Analytic Teaching and Philosophical Praxis, 34(1), 69-79.