The nature of mathematical knowledge.

The methods of teaching mathematics.

The role of mathematics in society.

The history of mathematics.

The Platonist-Aristotelian debate.

The empiricist-rationalist debate.

The constructivist-realist debate.

The formalist-intuitionist debate.

Mathematical knowledge is innate and exists independently of the learner.

Mathematical knowledge is acquired through experience and interaction with the environment.

Mathematical knowledge is a social construction that is negotiated and shared among members of a community.

Mathematical knowledge is a formal system that is based on axioms and rules.

Mathematical knowledge is innate and exists independently of the learner.

Mathematical knowledge is acquired through experience and interaction with the environment.

Mathematical knowledge is a social construction that is negotiated and shared among members of a community.

Mathematical knowledge is a formal system that is based on axioms and rules.

To transmit mathematical knowledge to students.

To facilitate students' construction of mathematical knowledge.

To assess students' mathematical understanding.

To provide students with opportunities to apply mathematical knowledge to real-world problems.

To passively receive mathematical knowledge from the teacher.

To actively construct mathematical knowledge through experience and interaction with the environment.

To memorize mathematical facts and procedures.

To apply mathematical knowledge to real-world problems.

Students may struggle to learn mathematics on their own.

Teachers may need to change their teaching methods.

Parents may not understand the constructivist approach to mathematics education.

All of the above.

Students develop a deeper understanding of mathematics.

Students are more motivated to learn mathematics.

Students are better able to apply mathematical knowledge to real-world problems.

All of the above.

Proof is a way of demonstrating the truth of a mathematical statement.

Proof is a way of communicating mathematical ideas.

Proof is a way of developing mathematical thinking skills.

All of the above.

Students may find proofs difficult to understand.

Teachers may need to change their teaching methods.

Parents may not understand the importance of proof.

All of the above.

Students develop a deeper understanding of mathematics.

Students are more motivated to learn mathematics.

Students are better able to apply mathematical knowledge to real-world problems.

All of the above.

Technology can be used to deliver instruction.

Technology can be used to provide students with opportunities to practice mathematical skills.

Technology can be used to assess students' mathematical understanding.

All of the above.

Students may become overly reliant on technology.

Teachers may need to change their teaching methods.

Parents may not have access to technology.

All of the above.

Students can learn mathematics at their own pace.

Students can access a wider range of learning resources.

Students can collaborate with other students on mathematical problems.

All of the above.

Mathematics education will become more personalized.

Mathematics education will become more technology-driven.

Mathematics education will become more focused on problem-solving.

All of the above.