Philosophy of Mathematics Education Journal
No. 33 (January 2018)
Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)
Editor: Paul Ernest
Paul Ernest & Anna Sfard A Dialogue on Dialogue
Nenad Radakovic Towards the Critical Pedagogy of Risk in Mathematics Education
Karen François, José Ricardo e Souza Mafra, Maria Cecilia Fantinato & Eric Vandendriessche Local Mathematics Education: The Implementation of Local Mathematical Practices into the Mathematics Curriculum
Andrew Schroter In Defence of Platonism in the Mathematics Classroom
Michael. Gr. Voskoglou Is Mathematics Invented or Discovered by Humans?
Hélio Rebello Deleuze on Kant’s Mathematics of the Sensory Body: The Differential Relation in the Instance of Learning
Constanta Olteanu and Lucian Olteanu Investigating Difference and Repetition in Mathematics Teachers’ Professional Development
Luiz Carlos Leal Junior Ethics and Research in Mathematics Education: Philosophical Provocations
Rosemeire de Fatima Batistela & Maria Aparecida Viggiani Bicudo The Importance of Teaching Gödel’s Incompleteness Theorem in Mathematics Teacher Education
Philip J. Davis Mathematics, Politics, and Law
Bronislaw Czarnocha Working Class, Intelligentsia and the “Spirit of Generalization”
Adam Hams Educational Sciences for Mathematics: Mathematics Didactics as a Scientific Discipline
Allan Tarp A Heidegger View on how to Improve Mathematics Education
Paul Ernest A Semiotic Theory of Mathematical Text
Jacques Bair, Piotr B Laszczyk, Karin U. Katz, Mikhail G. Katz, Taras Kudryk and David Sherry Analyzing Benardete’s Comment On Decimal Notation
Pierre Sutherland Mechanisms of Emergence: Influence of Open Student Responses Collected using an Online Survey Tool in Mathematics Classrooms (PhD)
Aim of the Journal The aim is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection and research in mathematics education; to freely disseminate new thinking and to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflection.
Editorial policy. The editorial hand is used very lightly. This is an international refereed journal which aims to stimulate the sharing of ideas for no reason other than an interest in these ideas and love of discussion among its contributors and readers. Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. Many types of item are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Graduate students are warmly invited to submit 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 previously published papers – especially the first page headers etc.
Refereeing: All papers are submitted to peer-review on which basis the decision is made whether to accept, require revisions or reject.
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 the integrity of papers is preserved.
Acknowledgement The journal is made possible by the generous support of University of Exeter Graduate School of Education STEM Research Centre. Special thanks are due to Jo Moncur.
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://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/