Central and East European
Society for Phenomenology

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The philosophy of mathematics education today

edited byPaul Ernest

Details | Table of Contents

A plea for a critical transformative philosophy of mathematics education Luis Radford

pp.1-10

https://doi.org/10.1007/978-3-319-77760-3_1
The philosophy of mathematics education

an overview

Paul Ernest

pp.13-35

https://doi.org/10.1007/978-3-319-77760-3_2
The who and what of the philosophy of mathematical practices Jean Paul Van Bendegem

pp.39-59

https://doi.org/10.1007/978-3-319-77760-3_3
The philosophy of mathematical education between Platonism and the computer Michael Otte

pp.61-79

https://doi.org/10.1007/978-3-319-77760-3_4
A dialogical conception of explanation in mathematical proofs Catarina Dutilh Novaes

pp.81-98

https://doi.org/10.1007/978-3-319-77760-3_5
The amalgam of faith and reason

Euclid's elements and the scientific thinker

Melissa Andrade-Molina Paola Valero Ole Ravn

pp.99-111

https://doi.org/10.1007/978-3-319-77760-3_6
Students' foregrounds and politics of meaning in mathematics education Ole Skovsmose

pp.115-130

https://doi.org/10.1007/978-3-319-77760-3_7
Some thoughts on a mathematics education for environmental sustainability Richard Barwell

pp.145-160

https://doi.org/10.1007/978-3-319-77760-3_9
Epistemological questions about school mathematics Margaret Walshaw

pp.161-171

https://doi.org/10.1007/978-3-319-77760-3_10
The concept of culture in critical mathematics education Brendan Larvor Karen François

pp.173-185

https://doi.org/10.1007/978-3-319-77760-3_11
The ethics of mathematics

is mathematics harmful?

Paul Ernest

pp.187-216

https://doi.org/10.1007/978-3-319-77760-3_12
On the need for theory of mathematics learning and the promise of "commognition" Anna Sfard

pp.219-228

https://doi.org/10.1007/978-3-319-77760-3_13
On the roles of language in mathematics education Ladislav Kvasz

pp.229-240

https://doi.org/10.1007/978-3-319-77760-3_14
The separation of mathematics from reality in scientific and educational discourse Uwe Schürmann

pp.241-251

https://doi.org/10.1007/978-3-319-77760-3_15
Mathematics education actualized in the cyberspace

a philosophical essay

Maria Aparecida Viggiani Bicudo

pp.253-270

https://doi.org/10.1007/978-3-319-77760-3_16
Making distinctions

a phenomenological exploration in mathematics education

John Mason

pp.273-296

https://doi.org/10.1007/978-3-319-77760-3_17
Using rules for elaborating mathematical concepts Michael Meyer

pp.297-308

https://doi.org/10.1007/978-3-319-77760-3_18
Towards a wider perspective

opening a philosophical space in the mathematics curriculum

Nadia Stoyanova Kennedy

pp.309-320

https://doi.org/10.1007/978-3-319-77760-3_19
Creativity research in mathematics education simplified

using the concept of bisociation as Ockham's razor

Bronislaw Czarnocha William J BakerOlen Dias

pp.321-332

https://doi.org/10.1007/978-3-319-77760-3_20
Teaching of velocity in mathematics classes

chances for philosophical ideas

pp.333-342

https://doi.org/10.1007/978-3-319-77760-3_21
Time for work

finding worth-while-ness in making mathematics

Hilary Povey Gill Adams Colin Jackson

pp.343-352

https://doi.org/10.1007/978-3-319-77760-3_22
Hades—the invisible side of mathematical thinking Walther Paravicini Jörn Schnieder Ingrid Scharlau

pp.353-364

https://doi.org/10.1007/978-3-319-77760-3_23
Developing rules due to the use of family resemblances in classroom communication Jessica Kunsteller

pp.365-377

https://doi.org/10.1007/978-3-319-77760-3_24

Publication details

Publisher: Springer

Place: Dordrecht

Year: 2018

Pages: 377

ISBN (hardback): 978-3-319-77759-7

ISBN (digital): 978-3-319-77760-3

Full citation:

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