Teaching Mathematics: Dialogues Between Situated Learning Perspective and Wittgenstein's Language Games

This paper fosters a dialogue between L. Wittgenstein's concept of "language games" and J. Lave and E. Wenger's theory of "situated learning.” It posits that mathematics is not a discovery, but a invention, a culturally embedded practice shaped by social interactions and contextual influences. The discussion emphasizes that mathematical understanding is deeply rooted in the activities through which mathematical objects are created and explored, viewing these objects as cultural artifacts. The article advocates for an educational paradigm that recognizes the contextual and socially situated nature of mathematics, thereby democratizing access to mathematical knowledge and challenging entrenched hierarchies within mathematical practices.