Pedagogical Framework for Social Science-Based Mathematics Practices in Higher Education

The human mind is inherently structured to generate mathematical concepts. This architecture enables the conversion of physical reality into a structured and measurable sequence of occurrences. Mathematical outcomes possess the capacity to provide definitive evidence, despite the fact that all mathematical deductions are subjective and contingent. The veracity of any mathematical theorem is contingent upon the veracity of the axiomatic framework to which it pertains. According to (Cantor Math. Annalen 21:545–591, 1883), as cited in Bonevac, 1983), the fundamental nature of Mathematics is in its inherent freedom. This freedom allows us to construct axiom systems and subsequently derive theorems from them. Curiously, axioms are the product of an independent human intellect, yet physical interpretations of concepts or theorems derived from these axioms typically provide consequences that can be scientifically verified. The multifaceted nature of mathematical outcomes is evident in their wide-ranging utilisation across several spheres of human existence. Mathematics plays a crucial role in facilitating the geographical charting of the Earth, encompassing longitude and latitude, continents, countries, territories, and boundaries. Similarly, the intricate patterns of day and night rely heavily on mathematical principles.