[Maths-Education] Philosophy of Mathematics Education Journal, No. 29 July 2015 (25th Anniversary Issue) and ICME TSG53

[Ernest, Paul]

Dear Colleagues

I am pleased to announce the publication of this issue of the journal via the website
http://people.exeter.ac.uk/PErnest/

The contents of the issue are listed below.  The next issue will be published in 2016 and submissions are sought for it! Please start planning now and contact me if you wish to discuss any ideas with me (in the next 6+ months or so).

There  will also be a Topic Study Group (No. 53) on Philosophy of Mathematics Education at the 13th International Congress on Mathematical Education, July 24 - 31, 2016, Hamburg, Germany, for which papers are sought. See http://www.icme13.org/topic_study_groups and http://www.icme13.org/files/tsg/TSG_53.pdf for details and please contact me directly if you would like to submit a paper or be involved in some way.

Best Wishes

Paul Ernest

Philosophy of Mathematics Education Journal
No. 29 (July 2015)
25th Anniversary Issue
Philosophy of Mathematics Education Journal        ISSN 1465-2978 (Online)
Editor: Paul Ernest

CONTENTS

Paul Dowling  Social Activity Method: A Fractal Language for Mathematics

David W. Stinson & Erika C. Bullock  Critical Postmodern Methodology in Mathematics Education Research: Promoting another way of Thinking and Looking

Florian Schacht & Stephan Hussmann  Between the Social and the Individual: Reconfiguring a Familiar Relation

Galit Caduri & Einat Heyd-Metzuyanim  Is Collaboration Across Incommensurable Theories in Mathematics Education Possible?

Heather Mendick  Using Popular Culture to Teach Maths

Elizabeth Jackson  Student Primary Teachers’ Perceptions of Mathematics

Paul Ernest  Problem Solving: Its Assimilation to the Teacher's Perspective

Barbara Pieronkiewicz  Affective Transgression as the Core Objective of Mathematics Education

Laura Golnabi  The Conditions of Flow and Mathematical Problem Solving

Inês Hipolito  What is a Mathematical Proof in the Age of Modern Theorem Provers

Andreas Moutsios-Rentzos & Panagiotis Spyrou  Fostering internal need for proof: A reading of the genesis of proof in ancient Greece

Michael DeVilliers  I Have a Dream and Crossed Quadrilaterals

Sean Chorney  The Practice of Learning Mathematics as Comprising Three Parallel Processes: Mathematics, Tool and Student

Regina Dorothea Moeller  Teaching the Concept of Velocity in Mathematics Classes

Anna Bellamy  A Critical Analysis of Teaching and Learning Negative Numbers

Jeffrey David Pair  Is God a Mathematician?

Douglas Henrich  Mathematical Ethics: Values, Valences and Virtue

Mario A. Natiello and Hernán G. Solari On the Removal of Infinities from Divergent Series

 

 

_________
Paul Ernest
Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK 
Homepage http://www.people.ex.ac.uk/PErnest/ Philosophy of Maths Ed Journal
 
Knowing is not always the sweet sense making of untrammeled reason and intelligence that modernism and progressivism would like to portray. Knowing is also about fighting for psychic survival in the face of emotional and other forms of threat, it is about interpreting hidden coercive meanings underlying the literal spoken word of a teacher or another. Knowing is about deviant scheming to compensate for personally sensed deprivations or inadequacies. Knowing is about the desire for forbidden objects of gratification approached covertly under a patina of acceptable behavior and discourse. Knowing is in the mind of the eagle as it sights and takes its prey.