[Maths-Education] OUT NOW - Philosophy of Mathematics Education Journal no. 35

[Ernest, Paul]

Dear colleague,

The latest issue of The Philosophy of Mathematics Education Journal (No. 35) is now freely  available to all online  at
http://socialsciencess.exeter.ac.uk/education/research/centres/stem/publications/pmej/<http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/>
Philosophy of Mathematics Education Journal edited by Paul Ernest<http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/>
Philosophy of Mathematics Education Journal Welcome to PAUL ERNEST'S page. Based at School of Education, University of Exeter, United Kingdom.
socialsciences.exeter.ac.uk

Below are the contents of this rich and diverse issue.

This is also a call for submissions for no. 36, which will be published mid or late 2020. Please note that the invitation extends to all, from the beginning researchers in mathematics education working on their masters or doctorate, to leading international experts in the field!  You can see this from the contents.

Apologies if you receive more than on copy of this notice and invitation!

The invitation is open so please do forward to anybody who might be interested in reading or writing in this area!

With thanks

Paul

_________
Paul Ernest
Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK
Homepage <http://www.people.ex.ac.uk/PErnest/> http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ The Philosophy of Mathematics Education Journal



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:

http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/