Publications by category
Journal articles
Koshy V, Ernest P, Casey R (2009). Mathematically Gifted and Talented Learners: Theory and Practice.
International Journal for Mathematical Education in Science and Technology,
40(2), 213-228.
Abstract:
Mathematically Gifted and Talented Learners: Theory and Practice
There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers' professional development.
Abstract.
Ernest, P. (2008). Towards a Semiotics of Mathematical Text. For the Learning of Mathematics
Ernest P (2008). Towards a Semiotics of Mathematical Text (Part 1). For the Learning of Mathematics, 28(1), 2-8.
Ernest P (2008). Towards a Semiotics of Mathematical Text (Part 2). For the Learning of Mathematics, 28(2), 39-47.
Ernest P (2008). Towards a Semiotics of Mathematical Text, Part 3. For the Learning of Mathematics, 28(3).
Ernest P (2006). A semiotic perspective of mathematical activity: the case of number. Educational Studies in Mathematics, 61(1), 67-101.
Ernest, P. (2006). Nominalism and Conventionalism in Social Constructivism. Philosophica, 74, 3-29.
Ernest, P. (2005). What are the aims of teaching mathematics?. Mathematics in School, 34(1), 28-29.
Ernest, P. (2004). La Conversacion como una metafora para las matematicas. Revista de Didactica de las Matematicas, 37(2), 81-91.
Ernest, P. (2004). Son las matematicas descubiertas o inventadas?. Revista de Didactica de las Matematicas, 37(2), 25-31.
Ernest, P. (2004). What is the Philosophy of Mathematics Education?. Philosophy of Mathematics Education Journal, 18
Ernest, P. (2003). Conversation as a Metaphor for Mathematics and Learning. Philosophy of Mathematics Education Journal, 17
Ernest, P. (2003). Why teach mathematics?. Nieuwe Wiskrant, 23(2), 12-16.
Ernest P (2002). Communities of practice: Learning, meaning, and identity.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
72, 460-463.
Author URL.
Ernest, P. (2002). Empowerment in Mathematics Education. Philosophy of Mathematics Education Journal( 15), 1-16.
Ernest P (1998). Mathematics teachers in transition.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
68, 458-460.
Author URL.
Ernest P (1996). Towards a philosophy of critical mathematics education - Skovsmose,O.
JOURNAL OF PHILOSOPHY OF EDUCATION,
30(3), 488-493.
Author URL.
ERNEST P (1994). STREET MATHEMATICS AND SCHOOL MATHEMATICS - NUNES,T, SCHLEIMANN,AD, CARRAHER,DW.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
64, 501-502.
Author URL.
ERNEST P (1993). EPISTEMOLOGICAL FOUNDATIONS OF MATHEMATICAL KNOWLEDGE - STEFFE,LP.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
63, 373-374.
Author URL.
ERNEST P (1993). SITUATED LEARNING - LEGITIMATE PERIPHERAL PARTICIPATION - LAVE,J, WENGER,E.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
63, 192-193.
Author URL.
Ernest P (1990). The meaning of mathematical expressions: Does philosophy shed any light on psychology?.
British Journal for the Philosophy of Science,
41(4), 443-460.
Abstract:
The meaning of mathematical expressions: Does philosophy shed any light on psychology?
Mathematicians and physical scientists depend heavily on the formal symbolism of mathematics in order to express and develop their theories. For this and other reasons the last hundred years has seen a growing interest in the nature of formal language and the way it expresses meaning; particularly the objective, shared aspect of meaning as opposed to subjective, personal aspects.This dichotomy suggests the question: do the objective philosophical theories of meaning offer concepts which can be applied in psychological theories of meaning?. In recent years cognitive scientists such as Chomsky [1980], Fodor [1981] and MacNamara [1982] have used philosophical approaches to the meaning of formal language expressions as the basis for their psychological theories. Following this lead it seems appropriate to review some of the main treatments of meaning with a view to their transferability. © 1990 Oxford University Press.
Abstract.
ERNEST P (1989). THE KNOWLEDGE, BELIEFS AND ATTITUDES OF THE MATHEMATICS TEACHER - a MODEL.
JOURNAL OF EDUCATION FOR TEACHING,
15(1), 13-33.
Author URL.
ERNEST P (1989). THE PRACTICE OF MATHEMATICS - SOLOMON,Y.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
59, 266-270.
Author URL.
ERNEST P (1987). A MODEL OF THE COGNITIVE MEANING OF MATHEMATICAL EXPRESSIONS.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
57, 343-370.
Author URL.
Chapters
Ernest, P. (2008). Epistemological Issues in the Internationalization and Globalization of Mathematics Education. In Atweh B (Ed) Internationalization and Globalization in Mathematics Education, New York: Springer.
Ernest, P. (2008). Globalization, Ideology and Research in Mathematics Education. In Vithal R, Setati M, Malcolm C (Eds.) Methodologies for Researching Mathematics, Science and Technological Education in Societies in Transition, Cape Town, South Africa:.
Ernest, P. (2008). Opening the mathematics text: What does it say?. In de E, Freitas K, Nolan (Eds.) Opening the research text: Critical insights and in(ter)ventions into mathematics education, New York: SUNY Press.
Ernest, P. (2006). Relevans och Nytta. In Boeson J, Emanuelsson G, Walby A, Walby K (Eds.) Lara och undervisa matematik internationella perspectiv, Göteborg: National Center for Mathematics Education, 165-178.
Ernest, P. (2006). Scientific Knowledge: Philosophy and Science of Education. In Restivo S (Ed) Science, Technology, and Society: a Handbook of Social Science Research, Oxford: Oxford University Press, 112-119.
Ernest, P. (2006). What might knowing maths mean?. In Copes L (Ed) Educational Transformations: Changing our lives through mathematics, Bloomington, Indiana: Indiana University Press, 436-450.
Ernest, P. (2005). Agency and Creativity in the Semiotics of Learning Mathematics. In Hoffmann M, Lenhard J, Seeger F (Eds.) Activity and Sign - Grounding Mathematics Education (Festschrift for Michael Otte), New York: Springer, 23-34.
Ernest, P. (2005). Forward. In Singh P, Lim CS (Eds.) Improving the Teaching and Learning of Mathematics: from Research to Practice, Kuala Lumpur: Malaysian University of Technology, 3-7.
Ernest P (2004). Postmodernism and the Subject of Mathematics. In Walshaw M (Ed) Mathematics Education within the Postmodern, Information Age Publishing, 15-33.
Ernest P (2004). Postmodernity and social research in mathematics education. In Valero P, Zevenbergen R (Eds.) Researching the Socio-political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology, Kluwer Academic Press, 65-84.
Ernest, P. (2004). Relevance Versus Utility: Some ideas on what it means to know. In Clarke B, Clarke DM, Emanuelsson G, Johansson B, Lambdin DV, Lester FK, Wallby A, Wallby K (Eds.) International Perspectives on Learning and Teaching Mathematics, Gothenburg: National Center for Mathematics Education, 313-332.
Ernest P (2003). The Epistemic Subject in Mathematical Activity. In Anderson M, Saenz-Ludlow A, Zellweger S, Cifarelli VV (Eds.) Educational Perspectives on Mathematics as Semiosis: from Thinking to Interpreting to Knowing, Legas Publishing, 81-106.
Ernest, P. (2003). The Mathematical Attitudes, Beliefs and Ability of Students. In LTSN, Maths, Team (Eds.) Maths for Engineering and Science, -: University of Birmingham, 4-5.
Ernest, P. (2001). Constructivism. In Grinstein LS, Lipsey SJ (Eds.) Encyclopedia of Mathematics Education, New York and London: Routledge/Falmer, 145-148.
Ernest, P. (2001). Critical Mathematics Education. In Gates P (Ed) Issues in Mathematics Teaching, -: Falmer/Routledge, 277-293.
Ernest, P. (2001). Empowerment in Mathematics Education. In Wong KY, Tairab HT, Clements MA (Eds.) Energising Science, Mathematics and Technical Education for All, Brunei: Brunei University, 123-137.
Ernest, P. (2001). Forms of Knowledge in Mathematics and Mathematics Education: Philosophical and Rhetorical Perspectives. In Tirosh D (Ed) Forms of Mathematical Knowledge Learning and Teaching with Understanding, Dordrecht: Kluwer Academic Publishers, 125-143.
Ernest, P. (2001). Introduction. In Goodchild S (Ed) Students' Goals: a Case Study of Activity in a Mathematics Classroom, Oslo: Caspar Forlag, 7-9.
Ernest, P. (2001). Spiral learning. In Grinstein LS, Lipsey SJ (Eds.) Encyclopedia of Mathematics Education, New York and London: Falmer/Routledge, 669-670.
Conferences
Ernest, P. (2004). Experiencing research practice in pure mathematics in a teacher training context.
Publications by year
2009
Koshy V, Ernest P, Casey R (2009). Mathematically Gifted and Talented Learners: Theory and Practice.
International Journal for Mathematical Education in Science and Technology,
40(2), 213-228.
Abstract:
Mathematically Gifted and Talented Learners: Theory and Practice
There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers' professional development.
Abstract.
2008
Ernest, P. (2008). Epistemological Issues in the Internationalization and Globalization of Mathematics Education. In Atweh B (Ed) Internationalization and Globalization in Mathematics Education, New York: Springer.
Ernest, P. (2008). Globalization, Ideology and Research in Mathematics Education. In Vithal R, Setati M, Malcolm C (Eds.) Methodologies for Researching Mathematics, Science and Technological Education in Societies in Transition, Cape Town, South Africa:.
Ernest, P. (2008). Opening the mathematics text: What does it say?. In de E, Freitas K, Nolan (Eds.) Opening the research text: Critical insights and in(ter)ventions into mathematics education, New York: SUNY Press.
Ernest, P. (2008). Towards a Semiotics of Mathematical Text. For the Learning of Mathematics
Ernest P (2008). Towards a Semiotics of Mathematical Text (Part 1). For the Learning of Mathematics, 28(1), 2-8.
Ernest P (2008). Towards a Semiotics of Mathematical Text (Part 2). For the Learning of Mathematics, 28(2), 39-47.
Ernest P (2008). Towards a Semiotics of Mathematical Text, Part 3. For the Learning of Mathematics, 28(3).
2006
Ernest P (2006). A semiotic perspective of mathematical activity: the case of number. Educational Studies in Mathematics, 61(1), 67-101.
Ernest, P. (2006). Nominalism and Conventionalism in Social Constructivism. Philosophica, 74, 3-29.
Ernest, P. (2006). Relevans och Nytta. In Boeson J, Emanuelsson G, Walby A, Walby K (Eds.) Lara och undervisa matematik internationella perspectiv, Göteborg: National Center for Mathematics Education, 165-178.
Ernest, P. (2006). Scientific Knowledge: Philosophy and Science of Education. In Restivo S (Ed) Science, Technology, and Society: a Handbook of Social Science Research, Oxford: Oxford University Press, 112-119.
Ernest, P. (2006). What might knowing maths mean?. In Copes L (Ed) Educational Transformations: Changing our lives through mathematics, Bloomington, Indiana: Indiana University Press, 436-450.
2005
Ernest, P. (2005). Agency and Creativity in the Semiotics of Learning Mathematics. In Hoffmann M, Lenhard J, Seeger F (Eds.) Activity and Sign - Grounding Mathematics Education (Festschrift for Michael Otte), New York: Springer, 23-34.
Ernest, P. (2005). Forward. In Singh P, Lim CS (Eds.) Improving the Teaching and Learning of Mathematics: from Research to Practice, Kuala Lumpur: Malaysian University of Technology, 3-7.
Ernest, P. (2005). What are the aims of teaching mathematics?. Mathematics in School, 34(1), 28-29.
2004
Ernest, P. (2004). Experiencing research practice in pure mathematics in a teacher training context.
Ernest, P. (2004). La Conversacion como una metafora para las matematicas. Revista de Didactica de las Matematicas, 37(2), 81-91.
Ernest P (2004). Postmodernism and the Subject of Mathematics. In Walshaw M (Ed) Mathematics Education within the Postmodern, Information Age Publishing, 15-33.
Ernest P (2004). Postmodernity and social research in mathematics education. In Valero P, Zevenbergen R (Eds.) Researching the Socio-political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology, Kluwer Academic Press, 65-84.
Ernest, P. (2004). Relevance Versus Utility: Some ideas on what it means to know. In Clarke B, Clarke DM, Emanuelsson G, Johansson B, Lambdin DV, Lester FK, Wallby A, Wallby K (Eds.) International Perspectives on Learning and Teaching Mathematics, Gothenburg: National Center for Mathematics Education, 313-332.
Ernest, P. (2004). Son las matematicas descubiertas o inventadas?. Revista de Didactica de las Matematicas, 37(2), 25-31.
Ernest, P. (2004). What is the Philosophy of Mathematics Education?. Philosophy of Mathematics Education Journal, 18
2003
Ernest, P. (2003). Conversation as a Metaphor for Mathematics and Learning. Philosophy of Mathematics Education Journal, 17
Ernest P (2003). The Epistemic Subject in Mathematical Activity. In Anderson M, Saenz-Ludlow A, Zellweger S, Cifarelli VV (Eds.) Educational Perspectives on Mathematics as Semiosis: from Thinking to Interpreting to Knowing, Legas Publishing, 81-106.
Ernest, P. (2003). The Mathematical Attitudes, Beliefs and Ability of Students. In LTSN, Maths, Team (Eds.) Maths for Engineering and Science, -: University of Birmingham, 4-5.
Ernest, P. (2003). Why teach mathematics?. Nieuwe Wiskrant, 23(2), 12-16.
2002
Ernest P (2002). Communities of practice: Learning, meaning, and identity.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
72, 460-463.
Author URL.
Ernest, P. (2002). Empowerment in Mathematics Education. Philosophy of Mathematics Education Journal( 15), 1-16.
2001
Ernest, P. (2001). Constructivism. In Grinstein LS, Lipsey SJ (Eds.) Encyclopedia of Mathematics Education, New York and London: Routledge/Falmer, 145-148.
Ernest, P. (2001). Critical Mathematics Education. In Gates P (Ed) Issues in Mathematics Teaching, -: Falmer/Routledge, 277-293.
Ernest, P. (2001). Empowerment in Mathematics Education. In Wong KY, Tairab HT, Clements MA (Eds.) Energising Science, Mathematics and Technical Education for All, Brunei: Brunei University, 123-137.
Ernest, P. (2001). Forms of Knowledge in Mathematics and Mathematics Education: Philosophical and Rhetorical Perspectives. In Tirosh D (Ed) Forms of Mathematical Knowledge Learning and Teaching with Understanding, Dordrecht: Kluwer Academic Publishers, 125-143.
Ernest, P. (2001). Introduction. In Goodchild S (Ed) Students' Goals: a Case Study of Activity in a Mathematics Classroom, Oslo: Caspar Forlag, 7-9.
Ernest, P. (2001). Spiral learning. In Grinstein LS, Lipsey SJ (Eds.) Encyclopedia of Mathematics Education, New York and London: Falmer/Routledge, 669-670.
1998
Ernest P (1998). Mathematics teachers in transition.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
68, 458-460.
Author URL.
1996
Ernest P (1996). Towards a philosophy of critical mathematics education - Skovsmose,O.
JOURNAL OF PHILOSOPHY OF EDUCATION,
30(3), 488-493.
Author URL.
1994
ERNEST P (1994). STREET MATHEMATICS AND SCHOOL MATHEMATICS - NUNES,T, SCHLEIMANN,AD, CARRAHER,DW.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
64, 501-502.
Author URL.
1993
ERNEST P (1993). EPISTEMOLOGICAL FOUNDATIONS OF MATHEMATICAL KNOWLEDGE - STEFFE,LP.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
63, 373-374.
Author URL.
ERNEST P (1993). SITUATED LEARNING - LEGITIMATE PERIPHERAL PARTICIPATION - LAVE,J, WENGER,E.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
63, 192-193.
Author URL.
1990
Ernest P (1990). The meaning of mathematical expressions: Does philosophy shed any light on psychology?.
British Journal for the Philosophy of Science,
41(4), 443-460.
Abstract:
The meaning of mathematical expressions: Does philosophy shed any light on psychology?
Mathematicians and physical scientists depend heavily on the formal symbolism of mathematics in order to express and develop their theories. For this and other reasons the last hundred years has seen a growing interest in the nature of formal language and the way it expresses meaning; particularly the objective, shared aspect of meaning as opposed to subjective, personal aspects.This dichotomy suggests the question: do the objective philosophical theories of meaning offer concepts which can be applied in psychological theories of meaning?. In recent years cognitive scientists such as Chomsky [1980], Fodor [1981] and MacNamara [1982] have used philosophical approaches to the meaning of formal language expressions as the basis for their psychological theories. Following this lead it seems appropriate to review some of the main treatments of meaning with a view to their transferability. © 1990 Oxford University Press.
Abstract.
1989
ERNEST P (1989). THE KNOWLEDGE, BELIEFS AND ATTITUDES OF THE MATHEMATICS TEACHER - a MODEL.
JOURNAL OF EDUCATION FOR TEACHING,
15(1), 13-33.
Author URL.
ERNEST P (1989). THE PRACTICE OF MATHEMATICS - SOLOMON,Y.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
59, 266-270.
Author URL.
1987
ERNEST P (1987). A MODEL OF THE COGNITIVE MEANING OF MATHEMATICAL EXPRESSIONS.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY,
57, 343-370.
Author URL.