[Maths-Education] Philosophy of Mathematics Education Journal, No. 29 July 2015 (25th Anniversary Issue) and ICME TSG53
Ernest, Paul
P.Ernest at exeter.ac.uk
Thu Sep 3 16:57:23 BST 2015
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.
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