Exploring Jacques Derrida’s Deconstruction Theory and Its Implications for Mathematics Education

Abstract

Jacques Derrida’s deconstruction theory, introduced in 1967, challenges the belief in fixed meanings in language, ideas, and texts. Rather than denying meaning, it encourages readers to explore multiple interpretations and question established assumptions. This paper examines how Derrida’s constructs, such as difference, binary oppositions, textuality, and spatiality, apply to mathematics education. By doing so, it aims to reveal new pathways for enhancing learning outcomes by encouraging critical thinking and flexible interpretation in mathematical problem-solving.