**Philosophy of Mathematics Education Journal **

**No. 36 (December 2020)**** **

Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)

Editor: Paul Ernest

**Ole Skovsmose **Mathematics and Ethics

**Paul Ernest **The ideologies of Purity and Neutrality and the Ethics of Mathematics

**Michael Baker **Towards a Post-Eurocentric Mathematics and Science Education

**Hang Thi Thuy Tran, Steven Khan, Stéphanie La France **Mathematics for Multispecies’ Flourishing: Make kin with Vietnamese Bánh Chưng

**Tony Brown **A Contemporary Theory of Mathematics Education Research

**David W. Stinson **Scholars Before Researchers: Philosophical Considerations in the Preparation of Mathematics Education Researchers

**Suman Ghosh **What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom?

**Christopher H. Dubbs **Learner, Student, Mathematician: What we Call the Subjects of Mathematics Education

**Yenealem Ayalew **Imagination *in* the Philosophies of Mathematics and Mathematics Education

**Sigurd Johannes Hals **Three Entangled Dichotomies in Mathematics: Inductive/Deductive, Defining/Proving and Arbitrary/Necessary

**Elisa Bezençon **Practising Philosophy of Mathematics with Children

**Laurence Delacour **Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background

**Piotr Błaszczyk **Modern, Ancient and Early Modern Alternatives to Cantor’s Theory of Infinite Numbers

**Newcomb Greenleaf **Addiction in Contemporary Mathematics

**Marshall Gordon **Broadening the Conversation Regarding “Who Can Know Mathematics”

**Justin Hoffmeier **Emily and the Fallacy of Teaching a Group

**Roberto Baldino and Tânia Cabral **The Productivity of Students Schoolwork - An Exercise in Marxist Rigour

**Yasmine Abtahi **Clever or wise: The kinds of mathematics we teach are preparing us for what?** **

**Kuo-Liang Chang **False Analogies in Mathematical Reasoning

**Scott A. Chamberlin **The Essence of Mathematical Learning

**Paul Ernest **Unpicking the Meaning of the Deceptive Mathematics Behind the Covid Alert Levels

**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 Jane Tanner and Jo Smithson.

**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/