Philosophy of Mathematics Education Journal
No. 35 (December 2019)
Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)
Editor: Paul Ernest CONTENTS
Ole Skovsmose Crisis, Critique and Mathematics
Review of Ole Ravn and Ole Skovsmose, Authors, Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics, 2019
Laurence Delacour and Anna Chronaki The Discursive Fabrication of the Desired Child in Early Childhood Mathematics Education in Sweden
Kjellrun Hiis Hauge, Suela Kacerja and Inger Elin Lilland Xenophobia and numbers in the media – discussing mathematics education in the post-truth era
Roberto Ribeiro Baldino Neuron-Z, Philosophy of the Mind and Symptom
Paul Ernest Privilege, Power and Performativity: The Ethics of Mathematics in Society and Education
Tânia Cristina Baptista Cabral and Roberto Ribeiro Baldino The Social Turn and its Big Enemy: A Leap Forward
Roi Wagner Mathematical Abstraction as Unstable Translation Between Concrete Presentations
Sal Restivo The Yin and Yang of the Sociology of the Philosophy of Scientific Practice
Erin Cecilia Wilding-Martin Paul Ernest’s Social Constructivist Philosophy of Mathematics Education
Yasmine Abtahi More than Cultural Awareness: Awareness of Self-in- Relation
Marshall Gordon Identity, Culture, and Pedagogical Challenge: The
Presentation of Mathematics
William H. Kitchen Wittgensteinian Pedagogy for Mathematics
Guilherme Wagner and Everaldo Silveira Wittgenstein as a Trojan Horse
Adriano Demattè Searching for the Other in a Historical Document Patrick R. Silvey “When Are We Ever Going to Use This?”:
Engagement and Application in Higher-Level Secondary Mathematics Education
Kyriakos Petakos Does the ZPD Possess an Equivalence Relation Property?
Yenealem Ayalew and Solomon Areaya A Positional Map of Mathematical Imagination and Creativity
Min Bahadur Shrestha Where lies the reality of Mathematics for common people?
Zhang Hong and Zhuang Yan Philosophical Infinity and Mathematical Infinity
Alfred Bhusumane and Alakanani A. Nkhwalume Rhetoric versus Reality of Postmodernism in Mathematics Education
Hugh Ching Postmodern Knowledge: From Postmodern Science and Mathematics to Postmodern Logic
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. We look for quality of imagination, reasoning, analysis, conceptions, but not for ‘correctness’ or conformity with received views.
We will not shy away from controversial issues.
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. On the same basis permission is given to cite or quote from the papers provided full credit is given.
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. Please direct all submissions and correspondence via email to the editor at P.Ernest @ ex.ac.uk.
Journal URL:
