My work as a philosopher is at the crossroads of the philosophy of mathematical practice and education. I am primarily interested in examining how mathematics is created, applied and learnt, with a particular focus on the processes themselves and the conditions that influence them. To this end, I combine the analysis of individual cognitive mechanisms with the study of the broader social dynamics that shape mathematical activity.
From this perspective, mathematics emerges not only as an abstract discipline, but also as a profoundly social phenomenon. It can be viewed as a construct born of interpersonal interactions, a language and tool embe…
My work as a philosopher is at the crossroads of the philosophy of mathematical practice and education. I am primarily interested in examining how mathematics is created, applied and learnt, with a particular focus on the processes themselves and the conditions that influence them. To this end, I combine the analysis of individual cognitive mechanisms with the study of the broader social dynamics that shape mathematical activity.
From this perspective, mathematics emerges not only as an abstract discipline, but also as a profoundly social phenomenon. It can be viewed as a construct born of interpersonal interactions, a language and tool embedded in social practices, or even a practice in its own right. This raises another exciting question: can mathematics help solve social problems by influencing social practices in ways other than providing more precise algorithms or rigorous proofs? If so, how and to what extent? I believe this question is particularly relevant in the context of contemporary digital society, where artificial intelligence and algorithmic systems are increasingly shaping human decision-making and collective life.
My PhD thesis, defended in 2024 (pl): https://bit.ly/4269MXn .
