Philosophy of Mathematics Education Journal
Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)
CONTENTS (links below are .docs unless otherwise indicated)
Ole Skovsmose Mathematics: A Critical Rationality?
Ole Skovsmose Can Facts be Fabricated through Mathematics?
Paul Ernest The Scope and Limits of Critical Mathematics Education
D. F. Almeida Are there Viable Connections between Mathematics, Mathematical Proof and Democracy?
Ubiratan D’Ambrosio Ethnomathematics: A Response to the Changing Role of Mathematics in Society
Annica Andersson Can a Critical Pedagogy in Mathematics lead to Achievement, Engagement and Social Empowerment?
Ieda Maria Giongo & Gelsa Knijnik School Curriculum and Different Mathematics Language Games: A Study at a Brazilian Agricultural-Technical School
Mario Sánchez & Morten Blomhøj The Role of Mathematics in Politics as an Issue for Mathematics Teaching (pdf)
Hilary Povey Teaching for Equity, Teaching for Mathematical Engagement
Randall Collins & Sal Restivo Robber Barons and Politicians in Mathematics: A Conflict Model of Science
Sal Restivo & Randall Collins Mathematics and Civilization
Marilyn Frankenstein Critical Mathematics Education: An Application of Paulo Freire’s Epistemology
Michael W. Apple Reform through Conservative Modernization: Standards, Markets, and Inequality in Education
Peter Appelbaum Sense and Representation in Elementary Mathematics
Maria Nikolakaki Investigating Critical Routes: The Politics of Mathematics Education and Citizenship in Capitalism
Tony Brown Cultural Continuity and Consensus in Mathematics Education
M. Sencer Corlu A Historical Analysis of Democracy in Mathematics and Mathematics Education in European Culture
Laura J. Jacobsen Embedding Mathematics in the Elementary Teacher Education Curriculum Network
Lawrence M. Lesser The Necessity of Equity in Teaching Statistics
For details of the Aims of the Journal and Editorial policy see previous issues up to 19. Graduate students are warmly invited to submit coursework assignments and theses for inclusion in this journal, to make available otherwise inaccessible resources for the benefit of the research community in mathematics education and/or the philosophy of mathematics.
Copyright Notice. All materials published herein remain copyright of the named author(s), or of the editor if unattributed. Permission is given to freely copy the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal.
Acknowledgement The journal is made possible by the generous support of University of Exeter. Especial thanks are due to Mike Jeffries-Harris for his work with this and the last issue.
Editor: Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K. P.Ernest(at)ex.ac.uk, Web: http://www.people.ex.ac.uk/PErnest/
(Here and elsewhere @ is replaced by (at) to hinder spamming).
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