Evolution of Pupils' Attitudes to Mathematics When Using a Philosophical Approach

This paper forms part of an ongoing global study examining the effects of a philosphical approach in mathematics. In other papers, we have presented results concerning thinking skills (Daniel, Lafortune, Pallascio, and Schleifer, submitted for publication), and concepts of co-operation (Schleifer, Daniel, Lafortune, Pallascio, accepted for publication). This paper focuses on the impact of aphilosophical approach on attitudes toward mathematics. We have previously noted (Daniel, Lafortune, Pallascio, Sykes, 1994) the existence of a perception that attitudes become more positive to mathematics when a philosophical approach is used. In this paper we present a more systematic study of a group of students from two different schools, whose initial attitudes toward mathematics varied from positive to negative. We first present our general approach, and then discuss the results obtained.