[Maths-Education] Re: Maths and Gender: New special issue planned

[John Bibby]

Dear Paul

I'd really like to see something which reflects on gender, class and the
media e.g. it seems that a lot of media issues are very elitist - women
bishops, sociology professors (sorry!) & so on - but the real
discrimination is with cleaners, carers and such.

This is a general issue, but doubtless has a maths slant.

JOHN BIBBY


On 12 May 2014 13:22, Ernest, Paul <P.Ernest at exeter.ac.uk> wrote:

> Dear colleagues
>
> I have had a lot of very interesting and interested responses on the issue
> of Mathematics and Gender - it's a real live issue with many important
> dimensions and continuing problems!
>
> So I have decided to make the Philosophy of Mathematics Education Journal
> No. 29 a special issue on Mathematics and Gender. This will be published
> either late 2014 or early 2015.
>
> Of particular interest is:
> * The masculine/male image of mathematics
> * Gendered aspects of the portrayal of mathematics in the media
> * Women's underparticipation in mathematics post 16, at
> college/university, and in post university careers
> * Aspects of mathematical study and professions that attract good
> participation by women
> * Links between gender and other social justice issues with respect to
> mathematics
> * Mathematics and gender in the years of statutory schooling (5-16)
> * Mathematics and identity in girls and women/boys and men
> * Any other studies and reflections on the theme mathematics and gender
> beyond those mentioned here
>
> Submissions do not have to be 'philosophical' if they are informative or
> reflective on mathematics and gender
>
> It would be useful if you let me know if you are interested in submitting
> something and your projected timeframe! However this is not necessary!
> Please submit anything including short pieces, assignments, articles,
> chapters or even whole dissertations or theses!  I can reprint already
> published materials provided you have copyright or permission. Authors
> retain copyright here.
>
> One of the good things about this free of charge journal is that it is
> accessed by scholars and students from all over the globe!
>
>
> ------------------------------------------------------------------------------------------------------------------
> FURTHER ISSUES OF INTEREST
>
>
> I just read a very interesting paper by Peter Gates:  Lives, Learning and
> Liberty - The Impact and Responsibilities of
> Mathematics Education   - it's strong stuff - see it at:
> http://www.emis.de/proceedings/PME28/PleP/PlenaryPanel_Gates.pdf
>
>
> ------------------------------------------------------------------------------------------------------------------
> Is Mathematics Harmful (as well as Beneficial)?
> Paul Ernest
> Mathematics undoubtedly has great value, It has Intrinsic value, Extrinsic
> or social value, and Personal value. But are these untrammelled goods? Does
> promoting these aspects of value lead to solely beneficial outcomes? Does
> mathematics cause harm? What do colleagues think? In the talk I argue that
> mathematics does real harm because of the way it is misapplied in ways of
> thinking used beyond mathematics, but that mathematics itself is neutral.
>
> See the talk on Youtube at
> http://www.youtube.com/watch?v=RCngE2hZyMg
> See the slide show on: (You probably need to join/log in)
>
> http://www.slideshare.net/pernest/questioning-the-value-of-mathematics2?qid=8a4e416a-20cb-462b-bffb-9cf56cf756ea&v=qf1&b=&from_search=7
>
>
> ----------------------------------------------------------------------------------------------------------------------
>
> The Values and Mathematics: Overt and Covert
> Paul Ernest
> There is a widespread perception that mathematics is objective and
> value-free. In this paper I argue that on the contrary mathematics itself
> is value-laden. It is inescapably imbued with epistemological, ontological,
> aesthetic and ethical values. I argue that these are divisible into overt
> and covert values. Overt values including truth, purity, universalism,
> objectivism, rationalism and utility can be explicitly identified within
> mathematics. I argue that accepting any of these values involves making a
> choice and hence values cannot simply be subsumed into the domain of
> necessary attributes of mathematics. In contrast, covert values are hidden
> and not explicitly recognised as such. I identify objectism and ethics
> under this heading, with the specific ethical values of separatism,
> openness, fairness and democracy as pertaining to mathematics.
>
> See the talk on YouTube
> Part 1
> http://www.youtube.com/watch?v=Jak61rsez5g
> Part 2
> http://www.youtube.com/watch?v=ZyvRr2gCfVQ
> The paper is in submission for publication - just ask if you want to see a
> copy!
>
>
> ---------------------------------------------------------------------------------------------------------------
> I promise not to clog up your inbox any more stuff for a while!
>
> Best wishes
>
> Paul
>
> _________
> Paul Ernest
> Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK
> Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed
> Journal
> Amazon author page: http://www.amazon.co.uk/Paul-Ernest/e/B001K8D5B2
>  Latest (joint) paper "Explorations in knowing: thinking psychosocially
> about legitimacy" available at:
> http://www.tandfonline.com/doi/full/10.1080/14681366.2013.877205.
>
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