Abstract

The paper discusses major philosophical stances on the nature of mathematics as held by
foundationalists and quasi-empiricalism supporters. It is argued that the contrasting philosophical views between
the two groups parallels in many respects the pedagogical debate between behaviourism and socioconstructivism. It is also argued that behaviourism has been influenced by foundationalist conceptions of
mathematics while socio-constructivism has been influenced by quasi-empirical philosophies.