Philosophy of Mathematics Education Journal
No. 28 (October 2014)
Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)
Editor: Paul Ernest
MATHEMATICS AND GENDER
Margaret Walshaw and Roger Openshaw Constructing the Female Mathematics Teacher: A New Zealand Historical Case Study
Katarina With and Yvette Solomon Choosing Mathematics in Norway and England: Discourses of Gender, Equity and Choice
Lovisa Sumpter Four Female Mathematicians’ Collective Narrative: Reasons to Leave Academia
Walter Whiteley Differential Interest of Women among areas of Mathematics and Statistics
Jennifer Hall Unpacking ‘Gender Issues’ Research
Various Authors Dialogue on 2+2=5, The Philosophy of Mathematics and Mathematics Education
Elizabeth de Freitas and Nathalie Sinclair The Politics of the Mathematic Aesthetic: Curricular Con(Sens)Us and Acts of Dissensus
Nataly Chesky Policy and Praxis: An Ontological Study of U.S. Mathematics Education Discourses
Paul Ernest Certainty in Mathematics: Is There a Problem?
Mary Briggs The ‘Right Baggage’ For Mathematics?
Alakanani Alex Nkhwalume A Social Constructivist Perspective of Learning Mathematics in the African Context
Lixin Luo Recursion in the Mathematics Curriculum
Danielle Goodwin et al. Exploring the Relationship Between Teachers’ Images of Mathematics and their Mathematics History Knowledge
Bal Chandra Luitel Culture, Worldview and Transformative Philosophy of Mathematics Education in Nepal: A Cultural-Philosophical Inquiry
For details of the Aims of the Journal and Editorial policy see earlier issues up to no. 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.
Format of submissions: There are no strict guidelines – authors are requested to make their submissions look like published papers – especially the first page headers etc.
Copyright Notice. All materials published herein remain copyright of the named authors, 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 and that the integrity of papers is preserved.
Acknowledgement The journal is made possible by the generous support of University of Exeter. Especial thanks are due to Mike Jeffries-Harris for technical assistance.
Editor: Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K. P.Ernest @ ex.ac.uk, Web: http://www.people.ex.ac.uk/PErnest/
(Here and elsewhere spaces are inserted around @ to hinder spamming).