ABSTRACT
What possible good could come from a meditation on the ontology of mathematics and mathematics education?
Our answer to this question is simple to state, even though its practical educational consequences are enormous. Currently, the only discourses
available in mathematics education are those of consumption or production. Becoming involved in mathematics, therefore, means becoming either a producer or a consumer. Mathematics, therefore, is something produced or consumed. One either “makes meaning” of it oneself, or the meaning made by another is imposed “from outside” and simply “swallowed” because of the “authority” (which always means “power”) of the maker.
