THE NATURE OF MATHEMATICAL KNOWLEDGE AND THE SUBJECT OF REAL ANALYSIS: BRIEF CONSIDERATIONS FROM A SYSTEMATIC LITERATURE REVIEW

Abstract

With this essay I propose to discuss the following concerns: which conceptions of mathematical knowledge influenced the development of the discipline of Real Analysis? Do these conceptions still influence your teaching or are other ways of thinking about mathematical knowledge present in your teaching in the Mathematics Degree? And as the general objective of understanding the relationship between the main philosophical conceptions about the nature of mathematical knowledge, the emergence of real Analysis and its teaching in the degree in mathematics today, I briefly present the main conceptions about the nature of mathematical knowledge; I briefly highlight some considerations about the development of Real Analysis; and describe the methodological procedures used to look for clues to identify concepts or trends that influence the teaching of Analysis in undergraduate courses today. Therefore, from a qualitative bibliographical research, inspired by the methodology of systematic literature review and with the help of the IRaMuTeq software, I hope to enrich my knowledge of the conceptions about the nature of mathematical knowledge and about the development of the Real Analysis and contribute to the discussions on the topic in the field of Mathematics Education.