The philosophy of mathematics education today

Repository | Book

Springer, Dordrecht

2018

377 Pages

ISBN 978-3-319-77759-7

The philosophy of mathematics education today

Edited by

Paul Ernest

Publication details

Full citation:

Ernest, P. (ed) (2018). The philosophy of mathematics education today, Springer, Dordrecht.

Table of Contents

A plea for a critical transformative philosophy of mathematics education

Radford Luis

1-10

The philosophy of mathematics education

Ernest Paul

13-35

The who and what of the philosophy of mathematical practices

Van Bendegem Jean Paul

39-59

The philosophy of mathematical education between Platonism and the computer

Otte Michael

61-79

A dialogical conception of explanation in mathematical proofs

Dutilh Novaes Catarina

81-98

The amalgam of faith and reason

Andrade-Molina Melissa; Valero Paola; Ravn Ole

99-111

Students' foregrounds and politics of meaning in mathematics education

Skovsmose Ole

115-130

Some thoughts on a mathematics education for environmental sustainability

Barwell Richard

145-160

Epistemological questions about school mathematics

Walshaw Margaret

161-171

The concept of culture in critical mathematics education

Larvor Brendan; François Karen

173-185

The ethics of mathematics

Ernest Paul

187-216

On the need for theory of mathematics learning and the promise of "commognition"

Sfard Anna

219-228

On the roles of language in mathematics education

Kvasz Ladislav

229-240

The separation of mathematics from reality in scientific and educational discourse

Schürmann Uwe

241-251

Mathematics education actualized in the cyberspace

Viggiani Bicudo Maria Aparecida

253-270

Making distinctions

Mason John

273-296

Using rules for elaborating mathematical concepts

Meyer Michael

297-308

Towards a wider perspective

Stoyanova Kennedy Nadia

309-320

Creativity research in mathematics education simplified

Czarnocha Bronislaw; Baker William J; Dias Olen

321-332

Teaching of velocity in mathematics classes

333-342

Time for work

Povey Hilary; Adams Gill; Jackson Colin

343-352

Hades—the invisible side of mathematical thinking

Paravicini Walther; Schnieder Jörn; Scharlau Ingrid

353-364

Developing rules due to the use of family resemblances in classroom communication

Kunsteller Jessica

365-377

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