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Professor Paul Ernest

Emeritus Professor

 

Overview

My academic starting point is reflectons 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, and other areas a little way from maths. Outside of work I'm interested in cinema, literature (finally finished Proust - now struggling with Finnegan's Wake), food and wine, the gym, scuba diving (especially diving with sharks), travel, music (from Bach to Blues), 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 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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