Knowledge bases and educational specifics of mathematics

Abstract

The teaching and understanding of mathematics is usually associated with a prior judgment called "dry matter". Why? How can the student perceive that? And what should be about such a prejudice? This pedagogical chapter is one of the encouraging outlets in highlighting some points of overlap and intertwining in the teaching of mathematics despite its lack of methodological and epistemological difficulties, whether at the level of the auxiliary cognitive basis or the level of the educational characteristics of mathematics. Abstraction, its relationship to mathematics, and the importance of mathematics in training and developing students' mental cognition powers. The reflection of the knowledge foundations on the characteristics of the educational process is of importance because it highlights the scientific and pedagogical characteristics of teaching mathematics, although mathematics is an auxiliary science or in other words the "language of science". The student's mental units, cognitive questions about mathematics as a technique in science that parallels logic in thinking and grammar in language.