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Professor Paul Ernest

Emeritus Professor

 

 Office hours:

As Emeritus Professor I am no longer available in my office except by appointment. If you wish make contact please email me.

Overview

My academic starting point is reflections about mathematics; mathematics in education, society and its philosophical significance. I'm also committed to a critical way of exploring mathematics, pedagogy and society. I have always loved exploring new ideas and the last decade has taken me into semiotics, ethics, globalisation, critical mathematics education, sociology, ontology and other areas a little way from maths. I'm committed to interpreting mathematics, education, and all knowledge as materially based social practices /  social constructions. Outside of work I'm interested in cinema, literature (finally finished Proust, Knausgaard's memoirs), food and wine, the gym, scuba diving (especially diving with sharks), travel, music (from Dufay to Dylan), family and friends.

Qualifications

  • BSc in Mathematics and Logic (2i Hons.), Sussex University
  • MSc in Mathematics (Distinction), London University
  • Teacher Qualification (No. 76/14571), Department of Education and Science
  • PhD in Philosophy of Mathematics, London University

Career

  • Emeritus Professor of the Philosophy of Mathematics Education, University of Exeter, since 2005
  • Visiting Research Professor, Brunel University, London
  • Visiting Professor of Mathematics Education, Hope University, Liverpool
  • Visiting Professor of Mathematics Education, University of Oslo, Norway
  • Visiting Professor of Mathematics Education, University College of Trondheim (HiST), Trondheim, Norway
  • Professor of the Philosophy of Mathematics Education, from 1998 (full professor) University of Exeter. First appointed to University of Exeter 1984
  • Lecturer in Education, University of the West Indies, Jamaica
  • Lecturer II in Mathematics, Bedford College of Higher Education, Bedford
  • Lecturer II in Mathematics, Homerton College, Cambridge
  • Teacher of Mathematics, Hampstead Comprehensive School, London

Links

Research group links

Publications

Key publications | Publications by category | Publications by year

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.
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.
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.

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.

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.

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External Engagement and Impact

Journal and book series Editorships and Editorial board membership

Founder and editor of Philosophy of Mathematics Education Journal since 1990. Freely available at  http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/

Teaching

Supervision / Group

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