PoME journal 14, May 2001

Editor: Paul Ernest.


Stephen Campbell Three Philosophical Perspectives on Logic and Psychology: PDF Version
Robert Kalechofsky Knowing and Erring: the Consolations of Error. PDF Version
Laurell Wiersma and Gideon L. Weinstein Mathematical Sophistication and Educational Philosophies among Novice Mathematics Teachers. PDF Version
Margaret Walshaw The Question of Knowing Others: Doing Research in Mathematics Education.

PDF Version

Vicenš Font Representation in Mathematics Education. ( Abstract only, full article is downloadable as pdf or word file)

PDF version

Word 97 Version

Judith C. Rowe An Experiment in the use of Games in the Teaching of Mental Arithmetic. PDF Version
Richard Bain Does the National Numeracy Strategy address gender issues? PDF Version
Michael Tansey Curriculum and the Human Race. PDF version
Stuart Rowlands and Robert Carson Contradictions in Constructivist Discourse. PDF version
Michael Wood Crunchy Methods in Practical Mathematics. PDF version
Michael Pichat Mathematical Conceptualisation as Pragmatically Over-Determined. PDF version


Controversy: Helping Values Issues Arise 'Naturally'?

Christopher Ormell Education in Crisis, Maths Education is at the epicentre of the problem

The Philosophy of Mathematics Education Journal editor is Paul Ernest, University of Exeter, School of Education, Exeter EX1 2LU, U.K. Phone: (+)44-1392-264857, Fax: (+)44-1392-264736, E-mail:, and homepage, where this and previous issues of the journal are located.

Aim of the Journal

The aim of this journal is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection; to freely disseminate new thinking in these areas to interested persons; to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflections.

Editorial policy.

In keeping with the aims of the journal the editorial hand is used very lightly. This is an international unrefereed journal which aims to stimulate the sharing of ideas for no other reason than an interest in the ideas and love of discussion among its contributors and readers. If a contribution has some relevance to the broad areas of interest concerned, and contains some features of value it will be included; and these criteria are used very liberally. Please send any items for inclusion to the editor including an electronic copy on disc or E-mail. Word for Windows versions 6, 95, 97 and HTML files preferred, but most word processing formats can be accommodated. Most items are welcome include papers, short contributions, letters, discussions, provocations, reactions, half-baked ideas, notices of relevant research groups, conferences or publications, reviews of books and papers, or even books or papers for review. Diagrams, figures and other inserted items are not always easy to accommodate and can use up a great deal of web space, so please use these economically in submissions.

Copyright Notice.

All materials published herein remain copyright of the named author, or editor if unattributed. Permission is given to freely copy this journal┤s contents on a not-for-profit basis, provided any reproduction preserves the integrity of each article as a whole, apart from extracted quotes, and full credit is given to the author and the journal in each case. Webmasters are welcome to mirror the site.


There is no unique theme to this issue. However both values and epistemologies figure in more than one paper. Several of the studies included here have been carried out by serving teachers in the UK.


The journal is made possible by the generous support of University of Exeter. Special thanks go to Mrs. Pam Rosenthall, Mathematics Technician at the School of Education for technical assistance in publishing this journal on the web. Any opinions expressed here are personal to the author(s) and not the responsibility of the University of Exeter.

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