Abstract
The paper argues that philosophical inquiry may have a place in the math classroom, helping to facilitate understandings that may serve to complement and critically judge the inferences acquired in and with mathematics. In other words, philosophical inquiry may aid in the opening of a “wider horizon of interpretations” that includes a critical dimension. Such an opening represents a potential expansion of students’ mathematical experience, and promises to provide bridges for establishing richer, critical, and more meaningful connections and interactions with students’ personal experience and with the broader culture.
