The purpose of this research is to clarify the viewpoint that individual view of mathematics gives to the research area of lifelong mathematics learning.  For this purpose, after an overview of the research area of lifelong mathematics learning and the arguments related to view of mathematics on research in mathematics education, I construct a theoretical framework for individual views of mathematics in lifelong mathematics learning.  After examining the actual situation and interpreting the results using the theoretical framework, I consider the position of an individual’s view of mathematics in the theory of lifelong mathematics learning in mathematics.  

　　In conclusion, I obtained the following.  Since the view of mathematics differs at the individual level, it is an index that characterizes that individual.  It is natural to regard it as a complex view of mathematics, and a complex view of mathematics is formed during the course of lifelong mathematics learning in mathematics. School education plays a role in fostering a mathematical view that does not hinder subsequent mathematics learning.  

　　When studying “mathematical” lifelong learning rather than general lifelong mathematics learning, it is inevitable that subjectively conscious discussion of mathematics learning is inevitable.  It depends on in other words, when studying the practice of lifelong mathematics learning in mathematics, it is essential to interpret through the subject’s view of mathematics.  In the theory of lifelong mathematics learning, focusing on an individual view of mathematics guarantees that the research target is lifelong “mathematics” learning.