The University of Melbourne Department of Science and Mathematics Education PHILOSOPHYCAL EXPLANATION OF MATHEMATICAL EXPERIENCE: In Response to the Research on The Effect Of Epistemic Fidelity On Teaching Decimal Numeration With Physical Materials by Kaye Stacey et al (2001) By Marsigit Department of Mathematics Education, Faculty of Mathematics and Science, the State University of Yogyakarta, Indonesia May 2004 ABSTRACT. Use of linear arithmetic blocks (LAB) was associated with more active engagement by students and deeper discussion than that of multi-base arithmetic blocks (MAB). Epistemic fidelity is critical to facilitate teaching with the models, but Stacey, K, et al (p.199-221, 2001) attributed the enhanced environment to the greater accessibility of the LAB material. This research and its results exhibits the writer to employ Greimas’ Structural Analyses, Kant’s theory of double-affection and other notions of philosophical explanation in order to uncover concepts behind the aspects of the process as well as the results of the research. The in-depth explanations of the nature of mathematical experiences, specifically about the effect of epistemic fidelity on teaching decimal numeration with physical materials, will expose not a single truth of its nature due to the fact that they will be put in the area of philosophy. KEY WORDS: epistemic fidelity, physical material, double-affection theory, philosophical explanation 1. INTRODUCTION The results of the research on the effect of epistemic fidelity and accessibility on teaching with physical material (Stacey, K, et al, 2001) comes to some conclusion that: 1) the are numbers of favor differences of different model of physical material (LAB and MAB), 2) the most striking difference between the two models was their ability to model number density, with LAB found to be the superior model in this respect, 3) teaching