[Maths-Education] New Book: The Philosophy of Mathematics Education Today (ICMI-13 monograph series)

[Ernest, Paul]

Dear Colleagues

The Philosophy of Mathematics Education Today

edited by Paul Ernest, published by Springer, is out this week


(This is a volume from the  ICME-13 Monographs<https://link.springer.com/bookseries/15585> book series , general editor Gabriele Kaiser)


https://link.springer.com/book/10.1007/978-3-319-77760-3



>From Preface by Luis Radford:

"A philosophy of mathematics education should, I think, denounce the current political trend that defines human existence in mere economic terms and that reduces education to the development of actions (competencies) that are necessary to maintain, expand, and refine the current capitalist forms of production.

In my view, a philosophy of mathematics education is the space to investigate and to denounce what Ferreira de Oliveira calls “the ideology of the market;” that is, the “transformation of things, inanimate or alive, in passive elements of commercialization” (Ferreira de Oliveira, in Freire, 2016, p. 113). The ideology of the market, with its emphasis on competitiveness, reduces the human to a means; it reduces the student to human capital: an atom that is trained to jump later in the inclement machinery of supply and demand to produce, consume, and reproduce. It perverts the basis of true human relations, leading to a model of alienated society that schools repeat again and again. Within this context,

Nature, water, the air, the earth, the world, the planet, the universe, the human beings, and all other beings, their minds, their organs, their feelings, their sexuality, their beauty, their workforce, their knowledge, their existence, their homes and their lives, are considered as merchandise. (Ferreira de Oliveira, in Freire, 2016, p. 113)

"The articles in this volume ask different questions and try to answer them through different perspectives. Some chapters move around philosophical matters about language, pedagogy, and conceptions of mathematics. Other chapters interrogate our often taken for granted assumptions about teaching and learning, about the nature of mathematics, and the role that mathematics plays in society and in the shaping of teachers and students."

(Radford p. 5)


...

"The previous brief overview of some of the problems that haunt mathematics education and mathematics education research makes clear, it seems to me, the need for an urgent space of critical reflection that can be filled by a philosophy of mathematics education. Ernest formulates a possible role for such a philosophy as the endeavour directed “to analyse, question, challenge, and critique the claims of mathematics education practice, policy and research” (Ernest, this volume). Yet, I would like to contend that we must go one step further and act, take action, so that our analyses, questions, and critiques come to make, through concerted movements, a transformation of mathematics education as it is practised today. This is why a philosophy of mathematics education today appears to me as the space in whose interior an encompassing struggle against the reduction of education in general, and mathematics education in particular, to a technical consumerist view can be organized and deployed. It is in this sense that a philosophy of mathematics education appears as a land of hope—the hope to understand, criticize, and transform the aims of mathematics education and its concrete practice. This is why I would like to submit that what we need is a critical and transformative philosophy of mathematics education." (Radford, p.8)




The Philosophy of Mathematics Education Today
Edited by Paul Ernest
Publisher: Springer, 2018

https://link.springer.com/book/10.1007/978-3-319-77760-3


Preface
A Plea for a Critical Transformative Philosophy of Mathematics Education<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_1>, Luis Radford  Pages 1-10

Introduction to the Field
The Philosophy of Mathematics Education: An Overview<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_2>, Paul Ernest  Pages 13-35

The Nature of Mathematics
The Who and What of the Philosophy of Mathematical Practices<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_3>, Jean Paul Van Bendegem, Pages 39-59
The Philosophy of Mathematical Education Between Platonism and the Computer<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_4>, Michael Otte, Pages 61-79
A Dialogical Conception of Explanation in Mathematical Proofs<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_5>, Catarina Dutilh Novaes, Pages 81-98
The Amalgam of Faith and Reason: Euclid’s Elements and the Scientific Thinker<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_6>, Melissa Andrade-Molina, Paola Valero, Ole Ravn, Pages 99-111

Critical Mathematics Education
Students’ Foregrounds and Politics of Meaning in Mathematics Education<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_7>, Ole Skovsmose, Pages 115-130
The Struggle Is Pedagogical: Learning to Teach Critical Mathematics<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_8>, Eric “Rico” Gutstein, Pages 131-143
Some Thoughts on a Mathematics Education for Environmental Sustainability<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_9>, Richard Barwell, Pages 145-160
Epistemological Questions About School Mathematics<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_10>, Margaret Walshaw, Pages 161-171
The Concept of Culture in Critical Mathematics Education<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_11>, Brendan Larvor, Karen François, Pages 173-185
The Ethics of Mathematics: Is Mathematics Harmful?<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_12>, Paul Ernest, Pages 187-216

Philosophical Theory in Mathematics Education Research
On the Need for Theory of Mathematics Learning and the Promise of ‘Commognition’<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_13>, Anna Sfard, Pages 219-228
On the Roles of Language in Mathematics Education<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_14>, Ladislav Kvasz, Pages 229-240
The Separation of Mathematics from Reality in Scientific and Educational Discourse<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_15>, Uwe Schürmann, Pages 241-251
Mathematics Education Actualized in the Cyberspace: A Philosophical Essay<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_16>, Maria Aparecida Viggiani Bicudo, Pages 253-270

Philosophy of/in Teaching, Learning and Doing Mathematics
Making Distinctions: A Phenomenological Exploration in Mathematics Education<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_17>, John Mason, Pages 273-296
Using Rules for Elaborating Mathematical Concepts<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_18>, Michael Meyer, Pages 297-308
Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_19>, Nadia Stoyanova Kennedy, Pages 309-320
Creativity Research in Mathematics Education Simplified: Using the Concept of Bisociation as Ockham’s Razor<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_20>, Bronislaw Czarnocha, William Baker, Olen Dias, Pages 321-332
Teaching of Velocity in Mathematics Classes—Chances for Philosophical Ideas<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_21>, Regina Dorothea Möller, Pages 333-342
Time for Work: Finding Worth-While-Ness in Making Mathematics<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_22>, Hilary Povey, Gill Adams, Colin Jackson, Pages 343-352
Hades—The Invisible Side of Mathematical Thinking<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_23>, Walther Paravicini, Jörn Schnieder, Ingrid Scharlau, Pages 353-364
Developing Rules Due to the Use of Family Resemblances in Classroom Communication<https://link.springer.com/chapter/10.1007/978-3-319-77760-3_24>, Jessica Kunsteller, Pages 365-377




Best wishes

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/ Philosophy of Maths Ed Journal

New book: P. Ernest (Ed.) Philosophy of Mathematics Education Today, Switzeland: Springer, 2018 , 978-319-77759-7, 461065_1_En