Nuances of the philosophy of mathematics

Abstract Historically, the term philosophy of mathematical education is associated with the term philosophy of mathematics. However, mathematics as a mathematical education has its own foundations, schools, currents, and authors. Thus, it is possible to visualize from different research that one’s own research with foundations in the philosophy of mathematics is stronger than in the philosophy of mathematical education. In order to base the present research on the philosophy of mathematics education, we have made use of a mixed method, which involves a quantitative analysis of the references made in Scopus databases through their search algorithms, in addition to a qualitative design under the contributions of the onto-semiotic approach and the Kantian synthetic analysis. When trying to particularize the identity of the philosophy of mathematical education as an area of research in development, it is evident among the main approaches: (i) the identity process of the philosophy of mathematical education is still under construction; and, (ii) recognize the decoloniality of mathematical knowledge, imposed for centuries by Western mathematics, and backed by a single philosophy of mathematics.