From C.Foster at lboro.ac.uk Wed Dec 2 15:14:40 2020 From: C.Foster at lboro.ac.uk (Colin Foster) Date: Wed, 2 Dec 2020 15:14:40 +0000 Subject: [Maths-Education] PhD studentships in the Mathematics Education Centre / Centre for Mathematical Cognition, Loughborough University Message-ID: Dear Colleagues Please pass this on to anyone you think might be interested. The Mathematics Education Centre and the Centre for Mathematical Cognition at Loughborough University are advertising at least 4 funded PhD studentships. The Mathematics Education Centre (https://www.lboro.ac.uk/departments/mec/ ) is one of the largest groups of mathematics education researchers in the UK - with an international reputation for research into and practice of the learning and teaching of mathematics and statistics. The Centre for Mathematical Cognition (https://www.lboro.ac.uk/research/cmc/ ) is part of the MEC and was launched in 2019 with a ?6.6m grant from Research England. The aim of the Centre for Mathematical Cognition is to harness insights from basic research on cognition to improve the teaching and learning of mathematics, bringing together researchers who conduct research in three different areas: * basic research on mathematical cognition; * the design of research-based educational resources; * and the evaluation of educational interventions. For more details, please go to: https://www.jobs.ac.uk/job/CCU921/phd-studentships-in-the-mathematics-education-centre-centre-for-mathematical-cognition-loughborough-university Closing date: 5 January 2021 With best wishes, Colin. Dr Colin Foster Reader in Mathematics Education Mathematics Education Centre Schofield Building Loughborough University Loughborough LE11 3TU www.foster77.co.uk/ @colinfoster77 Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes Recent publications Seino, T., & Foster, C. (2020). Analysis of the final comments provided by a knowledgeable other in Lesson Study. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-020-09468-y Marks, R., Foster, C., Barclay, N., Barnes, A., & Treacy, P. (2020). A comparative synthesis of UK mathematics education research: What are we talking about and do we align with international discourse? Research in Mathematics Education. Advance online publication. https://doi.org/10.1080/14794802.2020.1725612 Foster, C., & Inglis, M. (2019). Mathematics teacher professional journals: What topics appear and how has this changed over time? International Journal of Science and Mathematics Education, 17(8), 1627?1648. https://doi.org/10.1007/s10763-018-9937-4 Please note that I send emails at various times; please reply only when convenient for you. From P.Ernest at exeter.ac.uk Tue Dec 8 16:18:56 2020 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Tue, 8 Dec 2020 16:18:56 +0000 Subject: [Maths-Education] Philosophy of Mathematics Education Journal no 36 out now Message-ID: We are pleased to announce the publication of Philosophy of Mathematics Education Journal No. 36 (December 2020) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest CONTENTS Ole Skovsmose Mathematics and Ethics Paul Ernest The ideologies of Purity and Neutrality and the Ethics of Mathematics Michael Baker Towards a Post-Eurocentric Mathematics and Science Education Hang Thi Thuy Tran, Steven Khan, St?phanie La France Mathematics for Multispecies? Flourishing: Make kin with Vietnamese B?nh Ch?ng Tony Brown A Contemporary Theory of Mathematics Education Research David W. Stinson Scholars Before Researchers: Philosophical Considerations in the Preparation of Mathematics Education Researchers Suman Ghosh What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom? Christopher H. Dubbs Learner, Student, Mathematician: What we Call the Subjects of Mathematics Education Yenealem Ayalew Imagination in the Philosophies of Mathematics and Mathematics Education Sigurd Johannes Hals Three Entangled Dichotomies in Mathematics: Inductive/Deductive, Defining/Proving and Arbitrary/Necessary Elisa Bezen?on Practising Philosophy of Mathematics with Children Laurence Delacour Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background Piotr B?aszczyk Modern, Ancient and Early Modern Alternatives to Cantor?s Theory of Infinite Numbers Newcomb Greenleaf Addiction in Contemporary Mathematics Marshall Gordon Broadening the Conversation Regarding ?Who Can Know Mathematics? Justin Hoffmeier Emily and the Fallacy of Teaching a Group Roberto Baldino and T?nia Cabral The Productivity of Students Schoolwork - An Exercise in Marxist Rigour Yasmine Abtahi Clever or wise: The kinds of mathematics we teach are preparing us for what? Kuo-Liang Chang False Analogies in Mathematical Reasoning Scott A. Chamberlin The Essence of Mathematical Learning Paul Ernest Unpicking the Meaning of the Deceptive Mathematics Behind the Covid Alert Levels Accessible via http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ Philosophy of Mathematics Education Journal edited by Paul Ernest 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 Best wishes Paul _________ Paul Ernest Emeritus Professor, Education, Exeter University, Exeter, EX1 2LU, UK Homepage http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/ The Philosophy of Mathematics Education Journal From A.M.Brown at mmu.ac.uk Thu Dec 10 10:45:04 2020 From: A.M.Brown at mmu.ac.uk (Tony Brown) Date: Thu, 10 Dec 2020 10:45:04 +0000 Subject: [Maths-Education] New Book: A contemporary theory of mathematics education research Message-ID: <85118DA4-9057-4057-90BC-1AFD445ADEC8@mmu.ac.uk> New Book Tony Brown A contemporary theory of mathematics education research (Springer) Homepage:https://www.springer.com/gp/book/9783030550998#aboutBook This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book's introduction with chapter outline has been published in PoMEJ: http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome36/index.htm PDF with preface is freely downloadable: https://link.springer.com/book/10.1007%2F978-3-030-55100-1 "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " -------------- next part -------------- A non-text attachment was scrubbed... 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