Understanding Philosophy of Mathematics Education Through Numeracy Task with the Context of Covid-19 Pandemic

Abstract

Philosophy as a science that studies general objects of knowledge needs to be introduced in various activities, such as solving problems related to numeracy in the context of the COVID-19 pandemic. Hence, this study aims to explore students' understanding of the general philosophy of completing numeracy tasks. Data were collected from 59 student teacher candidates who studied the course of philosophy of mathematics education at the university in Surabaya, East Java, Indonesia. The numeration task is open-ended using the context of the COVID-19 pandemic. Descriptive analysis by grouping student answer models, and student responses in terms of epistemological, ontological, and axiological aspects related to numeracy tasks. The results of the analysis show that there are five solution models of the numeracy task made by students. While related to epistemology, students mentioned five views of the task, as for the ontological and axiological aspects, students mentioned three views.