Philosophy of Mathematics Education Journal No. 19 (December 2006)

Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)

Editor: Paul Ernest


Author Article (Word documents, opens in new window)
Paul Cobb Supporting a Discourse About Incommensurable Theoretical Perspectives in Mathematics Education
Reuben Hersh & Kristin Umland Mathematical discourse: the link from pre-mathematical to fully mathematical thinking
André Mack A Deweyan Perspective on Aesthetic in Mathematics Education
Kurt Stemhagen Social Justice and Mathematics: Rethinking the Nature and Purposes of School Mathematics
Philip J. Davis When is a Problem Solved?
Ragnhild Johanne Rensaa The Image of a Mathematician
Paul Ernest Nominalism and Conventionalism in Social Constructivism
Vicente Garnica Changes and Chances: an initial study of Peirce's pragmatism and mathematical writings as they relate to education and the teaching and learning of mathematics
Aristides Mouzakitis A Comparative Analysis Of Italian And Greek Euclidean Geometry Textbooks: A Case Study
Irene Bell Evaluation of the Impact of an Initial Teacher Education Course in Primary Mathematics on a Cohort of Students
Paul J. Wilson The Key Stage 3 National Strategy For Mathematics: its affects on pupilsí attitudes to mathematics and their classroom experiences.
Behnaz Savizi Applicable Problems in History of Mathematics; Practical Examples for the Classroom

(Please note that these titles are abbreviated versions)

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

Editorial policy.  The editorial hand is used very lightly.  This is an international refereed journal which aims to stimulate the sharing of ideas for no reason other than an interest in these ideas and love of discussion among its contributors and readers. Please send any items for inclusion to the editor as a virus-checked E-mail attachment in MS Word for Windows compatible formats please. Most items are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Please use diagrams, figures and other inserted items sparingly because of file size.

Graduate students are warmly invited to submit coursework assignments and theses for inclusion in this journal, to make available otherwise inaccessible resources for the benefit of the research community in mathematics education and/or the philosophy of mathematics.    

Copyright Notice.  All materials published herein remain copyright of the named author(s), or of the editor if unattributed. Permission is given to freely copy this journal’s contents on a not-for-profit basis, provided full credit is given to the author(s) and the journal.

Acknowledgements. The journal is made possible by the generous support of University of Exeter and special thanks go to Richard for his technical help.

Editor:  Professor Paul Ernest, University of Exeter, School of Education and Lifelong Learning, Exeter EX1 2LU, U.K.   Tel.: (+)44-1392-264796,   Fax: (+)44-1392-264736,    P.Ernest(at),    Web:

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