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

Wed May 14 22:59:30 BST 2014

Dear Paul
Kidnapping girls and preventing them going to school disrupts mathematics
participation on the basis of gender. It would be good if the special
edition makes a strong upfront acknowledgement of the importance of
educating girls around the world.
Best wishes
Pat

Professor Pat Drake
College of Education, Dean
Victoria University
Phone +61 3 9919 2609
CRICOS Provider No. 00124K (Melbourne)
CRICOS Provider No. 02475D (Sydney)

2012  2015 Visiting Professor, University of Sussex, UK

On 12/05/2014 22:22, "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?qi
>d=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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