From P.Ernest at exeter.ac.uk Fri Jul 9 11:47:01 2021 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Fri, 9 Jul 2021 10:47:01 +0000 Subject: [Maths-Education] The Philosophy of Mathematics Education Journal In-Reply-To: References: , Message-ID: Dear Colleagues The next issue of The Philosophy of Mathematics Education Journal will be published this month There is still time for any further submissions to be considered for inclusion - send to me asap I am pleased to announce that the lead article will be Ole Skovmose's latest paper. We are delighted and honoured to host it A Philosophy of Critical Mathematics Education By Ole Skovsmose Abstract: I outline a philosophy of critical mathematics education by addressing conceptions of social justice, mathematics in action, students? foregrounds, teachers? life-worlds, sustainability, citizenship, dialogue, and critique. To critical mathematics education, critical activities are considered to be supported and energised by dialogical processes. It is important to be critical with respect to mathematics, which means to be ready to question any form of assumed mathematical knowledge and to question any form of the bringing of mathematics in action. It is also important to be critical by means of mathematics, which means to be ready to draw on mathematical resources when questioning cases of social injustice. Like dialogue, critique is open-ended. No critique can reach definite validity. Critique continues tentatively and preliminary. This observation has implications for any critical enterprise, but particularity for critical mathematics education. _________ 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 Peter.Gates at nottingham.ac.uk Sat Jul 17 12:55:36 2021 From: Peter.Gates at nottingham.ac.uk (Peter Gates) Date: Sat, 17 Jul 2021 11:55:36 +0000 Subject: [Maths-Education] FW: Prof Devpt Early Maths Research Assistant, vacancy ID 151374 In-Reply-To: References: Message-ID: I would be very grateful if you would consider sending this out to your networks (for exceptional candidates there is flexibility for additional salary too, if they are already earning more) The vacancy has been advertised and can be found here https://my.corehr.com/pls/uoxrecruit/erq_jobspec_version_4.display_form?p_company=10&p_internal_external=E&p_display_in_irish=N&p_process_type=&p_applicant_no=&p_form_profile_detail=&p_display_apply_ind=Y&p_refresh_search=Y&p_recruitment_id=151998 Job Details Top of Form TEEMUP - Early Maths Professional Development Officer Department of Education, 15 Norham Gardens, OX2 6PY, Oxford Grade 7: ?32,817- ?40,322 p.a. We are looking to appoint two highly motivated individuals who will work on the EFF-funded 'Teaching Effective Early Mathematical Understanding in Primary' (TEEMUP) study. You will play a key role in the delivery of maths-focused professional development (PD) and mentoring for YR and Y1 teachers across East Anglia and surrounds. You will join an interdisciplinary team of academics, researchers, and teachers within the Child Development and Learning Group of the Department of Education, University of Oxford. Your duties will include being trained on, and delivering the face-to-face PD, and individual mentoring in primary schools alongside monitoring and evaluating teachers' progress through the life of the TEEMUP PD intervention. You will use your knowledge of early learners and maths to co-develop appropriate resources with the TEEMUP team (Professor Iram Siraj, Professor Ted Melhuish, Dr Denise Kingston and Mrs Judy Barrett) and to support teachers to develop their mathematical content knowledge, teaching skills and confidence. You will have experience of or a background in early maths development (backed up by a formal qualification such as QTS, PGCE or other relevant post graduate study) alongside experience in delivering PD and mentoring/coaching adults. You will combine this with an active interest in current early maths research and practice, to confidently inspire teachers. You will need a willingness to travel frequently to East Anglia and surrounds alongside independent means of transport (full travel expenses will be paid) For more information on the TEEMUP study visit https://oxfordteemup.web.ox.ac.uk/ For queries on the role, please email Professor Iram Siraj iram.siraj at education.ox.ac.uk*, TEEMUP PI.* Due to the nature of the work, the post holders will be subject to an enhanced DBS check. The post is full time for a fixed length contract of 17 months from 1 Nov 2021 in the first instance. Only applications received before 12.00 midday on 26th July 2021 will be considered. Interviews will be held as soon as possible thereafter. Contact Person : HR Team Vacancy ID : 151998 Contact Phone : Closing Date & Time : 26-Jul-2021 12:00 Contact Email : hr at education.ox.ac.uk Bottom of Form With all good wishes, Iram ************************************ [DeptOfEducation-Logo-Lockup-RGB-EmailSignature] Iram Siraj OBE, Professor of Child Development & Education Senior Research Fellow, Jesus College University of Oxford | Department of Education 15 Norham Gardens, Oxford. OX2 6PY ': 01865 274012 *: iram.siraj at education.ox.ac.uk Web: www.education.ox.ac.uk/ Click here to find us on the interactive map Adjunct Professor University of Stavanger, Norway Visiting Professor UCL, London; University of Wollongong, Australia Inaugural Lee Sing Kong Professorship, NIE, Singapore P Please consider the environment. Do not print this email unless you need to. Principal Investigator - Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools (EEF funded 2020-2024) http://www.education.ox.ac.uk/research/teaching-effective-early-mathematics-and-understanding-in-primary-teemup-study/ Principal Investigator - BEECERC study (British Ac 2019-22) https://www.thebritishacademy.ac.uk/projects/early-childhood-education-building-inclusive-equitable-refugee-children-framework-action 2020 Siraj, I., Kingston, D. & Melhuish, E. (2020) Can Professional Development in the Early Years bring about improved outcomes for children?, ResearchingEducation.com Issue 2. https://researchingeducation.com/isiraj002/ 2020 Festerling, J. & Siraj, I. 'Alexa, what are you? Exploring Primary School Children's Ontological Perceptions of Digital Voice Assistants in Open Interactions', Karger AG Basel Human Development https://doi.org/10.1159/000508499 2020 Siraj, I. & Huang, R. Operationalizing Bronfenbrenner's PPCT Model in Researching Human Development: Commentary on Xia, Li and Tudge, Karger AG Basel Human Development DOI: https://doi.org/10.1159/000508341 2020 Thorpe, K., Rankin, P., Houen, S., Beatton, T., Sandi, M., Siraj, I. & Staton, S., The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day, Early Childhood Research Quarterly Vol 53, 4th Quarter 2020, Pages 274-286 https://doi.org/10.1016/j.ecresq.2020.05.003 -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 19097 bytes Desc: image001.png URL: From P.Ernest at exeter.ac.uk Tue Jul 27 19:19:14 2021 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Tue, 27 Jul 2021 18:19:14 +0000 Subject: [Maths-Education] Philosophy of Mathematics Education Journal No. 37 (August 2021) In-Reply-To: References: , Message-ID: Dear colleagues I am delighted to announce that Philosophy of Mathematics Education Journal No. 37 (August 2021) Dedicated to the memory of UBI D?AMBROSIO Is now available online at https://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 Contents below: Contributions sought for no. 38 (Dec 2021 / Jan 2022) 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 Philosophy of Mathematics Education Journal No. 37 (August 2021) Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online) Editor: Paul Ernest Dedicated to the memory of UBI D?AMBROSIO, giant of our field CONTENTS Ubi D?Ambrosio An Essay on Philosophy of Mathematics and Culture Memories of Ubi D?Ambrosio Ole Skovsmose A Philosophy of Critical Mathematics Education Paul Ernest The Operativity and Performativity of Mathematical Signs: Exploring the Semiotics of Mathematics Glen S. Aikenhead School Mathematics: Towards Ending Its Cycle Of Myths Christopher H. Dubbs Learner, Student, Mathematician: What We Call the Subjects of Mathematics Education Marcelo Batarce Derrida and Mathematics Education: differences Josh Markle Enactive Hermeneutics as an Interpretive Framework in the Mathematics Classroom Marshall Gordon Cultural Diversity: Toward an Epistemological and Ethical Turn in the Communication of Mathematics Kayla D. Myers Writing (as Inquiry and Analysis) Beliefs-Entangled David W. Jardine ?Tears Run Down Heaven?s Gaunt Face? Newcomb Greenleaf The Sacred Number 108 Emmanuel Nti-Asante A Glocalized Approach to the Maker Movement Sergei Korchevoi A Concept of Mathematical Certainty and the Gettier Problem Suman Ghosh What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom? Jyoti Sethi Teaching Mathematics for Social Justice: A Personal Narrative Jennifer D. Diaz Inheriting the Historical Limits of Inclusion: When Making a Mathematical Mindset is Not Enough Peter G?tze Critical Mathematical Literacy as Discourse and Practice - Students Discussing Climate Change and Temperature Prognoses Yusuke Uegatani et al Japanese use of probabilistic language about diagnosis tests for COVID-19: an analysis of Twitter data Eduardo Sarquis Soares and Jean-Fran?ois Maheux Time, Culture, Change and the Teaching of Rational Numbers: A View From Within Paul A. Wagner Re-freshing the Teaching of Educational Statistics Sergei Korchevoi In Search of Discrepancies in Teaching Logic among Different Language Communities Glen S. Aikenhead A 21st Century Culture-Based Mathematics for the Majority of Students Zhang Hong and Zhou HongQiang Is the Line Segment Composed of Dots? On the Basic Contradiction of Basic Mathematics Aim of the Journal is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include many kinds of theoretical reflection and research; to freely disseminate new thinking and to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such work. We look for quality of imagination, reasoning, analysis, conceptions, but not for ?correctness? or conformity with received views. We do 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. No fees are ever charged for submission, publication or access. 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 layout 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. The journal is committed to open access and free sharing of information. Acknowledgements The journal is made possible by the generous support of University of Exeter Centre for Research in STEM Education (CRISTEME) led by Professor Justin Dillon. Special thanks also to Jane Tanner for maintaining the journal on the web. Editor: Paul Ernest, Emeritus Professor, Graduate School of Education, University of Exeter, 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/ From P.Ernest at exeter.ac.uk Sat Jul 31 08:25:57 2021 From: P.Ernest at exeter.ac.uk (Ernest, Paul) Date: Sat, 31 Jul 2021 07:25:57 +0000 Subject: [Maths-Education] Critical, Philosophical, and Psychoanalytic Institute for Mathematics Education (CPPI ME). Message-ID: Colleagues may be interested to learn of the formation of Critical, Philosophical, and Psychoanalytic Institute for Mathematics Education (CPPI ME). (See https://www.cppi.me/home) [https://lh3.googleusercontent.com/bDcRWCH1Ifbzf9H4Z9p6SY16nWnpD-OKt1Wb9JQ6dDQtQ2taOFPmeMXHuNDWJbIXx_uHMJ4Ao0aOGFmvZoZ1qQ=w16383] CPPI ME Welcome to the Critical, Philosophical, and Psychoanalytic Institute for Mathematics Education (CPPI ME). Our goal is to bring together mathematics education researchers and practitioners from all around the world who have an interest in critical, philosophical, and/or psychoanalytic research www.cppi.me I find the overt commitment to theory exhilarating (PE) Research interests we seek to include are broadly defined, but centrally include: ?critical as broadly defined (to include social critique?e.g., critical pedagogy, feminist materialism, Marxism, anarchism, queer theory?philosophy of language, critical philosophy, etc.) ?philosophy of mathematics and mathematics education (broadly defined, also as methodology) ?psychoanalysis in mathematics and mathematics education (broadly defined, also as methodology) ?post-qualitative inquiry (and its derivatives, e.g., critical autoethnography, performance, refusal methodologies, poetry, and so forth) The institute will strive to: ?Connect scholars and practitioners, and showcase their work. ?Act as a repository for practitioner resources. ?Herald the development of critical, philosophical, and psychoanalytic research and theory in mathematics education, and STEM education fields more broadly. ?Publish contributors' papers that would be of interest/use to both researchers and practitioners. ?Challenge the boundaries of "normative" mathematics education research. ?Envision the development and use of new theoretical and methodological paradigms, while maintaining strict ethics. ?Problematize the field's "norms." I hope you do too! 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 No. 37 out now!