Philosophy of Mathematics Education Journal
No. 30 (October 2016)

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

Editor: Paul Ernest



Melissa Andrade-Molina & Ole Ravn  The Euclidean Tradition as a Paradigm for Scientific Thinking
Paul Ernest  The Mathematics of Space-Time and the Limits of Human Understanding
Elizabeth Scott-Janda & Gulden Karakok  Revisiting Piaget: Could Postformal Thinking be the Next Step?
Michael Gr. Voskoglou  On Student Understanding of the Concept of Infinity
Judith McCullouch  The Contribution of Teacher Confidence to ‘Excellent’ Mathematics Teaching
K. G. Garegae  Teachers’ Professed Beliefs about the Nature of Mathematics, its Teaching and Learning: Inconsistencies among Data from Different Instruments
Sergei Korchevoi  A Concept of Mathematical Certainty and the Gettier Problem
Eyob Demeke  Normative Judgments attached to Mathematical Proofs
Min Bahadur Shrestha  Existence of Numbers: From a Philosophical Perspective
Temur Z. Kalanov  Critical Analysis of the Foundations of Pure Mathematics
Russell Dudley-Smith & Jeremy Burke  Restoring the Liminal: A Critique of Rotman’s Schema of Mathematical Subjectivity
Luke Tunstall  Mathematics for Human Flourishing
F. Keith Robins  Using Sets to Make Sense of the World: A Case Study of One Man's Vision


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.  This is an international refereed journal that aims to stimulate the sharing of research for no reason other than a love of ideas and their discussion. The editorial hand is used very lightly. Many types of submission  are welcome including papers, short contributions, discussions, provocations, reactions or reviews. Graduate students are warmly invited to submit relevant assignments and theses for inclusion in the journal, to make resources available to the research community, that might otherwise be inaccessible, in mathematics education and/or the philosophy of mathematics. Already published papers and conference presentations can be republished in this journal to broaden their availibilty, provided authors obtain any necessary permisions.

Format of submissions: Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. There are no strict guidelines – authors are requested to make their submissions look like previously published papers – especially the first page headers, etc.

Refereeing: All papers are submitted to peer-review on which decisions whether to accept, require revisions or reject are based.

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

Acknowledgement The journal is made possible by the generous support of University of Exeter Graduate School of Education STEM Research Centre. Special thanks are due to Jo Moncur and the Research Centre director Professor Rupert Wegerif.

Editor:  Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K.  P.Ernest @