ABSTRACT
It is not the adoption of a constructivist philosophy of mathematics education that necessarily causes problems; it is instead when one uses the constructivist argument as a means to dogmatically react against mathematical absolutism that trouble ensues. It needs to be stated that on some levels, mathematical absolutism is an effective philosophy of mathematics education. The overall picture of a classroom influenced by this type of philosophy of mathematics education is one where the problems and answers are predetermined, as are-to a large extent-the ways to solve the problems. The adoption of a fallibilist philosophy of mathematics can link mathematics with people, with society, with history. Furthermore, one way to envision the place of fallibilism/constructivism in the wider philosophy of mathematics education conversation is that it is a way of thinking that emerged to help contend with some of the problems that existed as a result of a rigidly absolutist outlook.
