<![CDATA[This study aims to analyze the tendency of mathematics teachers’ thinking from the perspectives of formalism and intuitionism and their influence on the mathematics learning process. Formalism views mathematics as a formal system composed of symbols, axioms, definitions, and strict logical rules, whereas intuitionism views mathematics as a mental construction developed through intuition and individual experience. This study employed a qualitative method with a library research approach. Data were obtained from books, scientific journals, and previous studies related to the philosophy of mathematics and mathematics education. The results of the study indicate that most mathematics teachers still tend to apply a formalistic approach in teaching, characterized by teacher-centered learning, the use of standard procedures, emphasis on correct answers, and outcome-based evaluation. However, intuitionistic approaches have begun to develop through exploratory learning, problem-solving activities, and independent concept construction by students. The formalistic approach has advantages in developing logical and systematic thinking skills, but it may reduce students’ creativity and conceptual understanding. On the other hand, intuitionism can improve creativity, conceptual understanding, and students’ reasoning abilities, although it still requires formal validation to avoid misconceptions. In addition, curriculum demands, evaluation systems, teachers’ learning experiences, and pedagogical competence also influence teachers’ tendencies in mathematics teaching. Therefore, the integration of formalism and intuitionism is necessary to create balanced and meaningful mathematics learning.]]>
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