Abstract

Mathematicians often describe the importance of well-developed intuition to productive research and successful learning. But neither education researchers nor philosophers interested in epistemic dimensions of mathematical practice have yet given the topic the sustained attention it deserves. The trouble is partly that intuition in the relevant sense lacks a usefully clear characterization, so we begin by offering one: mature intuition, we say, is the capacity for fast, fluent, reliable and insightful inference with respect to some subject matter. We illustrate the role of mature intuition in mathematical practice with an assortment of examples, including data from a sequence of clinical interviews in which a student improves upon initially misleading covariational intuitions. Finally, we show how the study of intuition can yield insights for philosophers and education theorists. First, it contributes to a longstanding debate in epistemology by undermining epistemicism, the view that an agent’s degree of objectual understanding is determined exclusively by their knowledge, beliefs and credences. We argue on the contrary that intuition can contribute directly and independently to understanding. Second, we identify potential pedagogical avenues towards the development of mature intuition, highlighting strategies including adding imagery, developing associations, establishing confidence and generalizing concepts.