Philosophy of Mathematics Education Journal
No. 36 (December 2020)

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

Editor: Paul Ernest


Dedicated to the memory of UBI D’AMBROSIO, giant of our field


Ole Skovsmose  Mathematics and Ethics 
Paul Ernest  The ideologies of Purity and Neutrality and the Ethics of Mathematics 
Michael Baker  Towards a Post-Eurocentric Mathematics and Science Education 
Hang Thi Thuy Tran, Steven Khan, Stéphanie La France  Mathematics for Multispecies’ Flourishing: Make kin with Vietnamese Bánh Chưng 
Tony Brown  A Contemporary Theory of Mathematics Education Research 
David W. Stinson  Scholars Before Researchers: Philosophical Considerations in the Preparation of Mathematics Education Researchers 
Suman Ghosh  What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom? 
Christopher H. Dubbs  Learner, Student, Mathematician: What we Call the Subjects of Mathematics Education 
Yenealem Ayalew  Imagination in the Philosophies of Mathematics and Mathematics Education 
Sigurd Johannes Hals  Three Entangled Dichotomies in Mathematics: Inductive/Deductive, Defining/Proving and Arbitrary/Necessary 
Elisa Bezençon  Practising Philosophy of Mathematics with Children 
Laurence Delacour  Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background 
Piotr Błaszczyk  Modern, Ancient and Early Modern Alternatives to Cantor’s Theory of Infinite Numbers 
Newcomb Greenleaf  Addiction in Contemporary Mathematics 
Marshall Gordon  Broadening the Conversation Regarding “Who Can Know Mathematics” 
Justin Hoffmeier  Emily and the Fallacy of Teaching a Group 
Roberto Baldino and Tânia Cabral  The Productivity of Students Schoolwork - An Exercise in Marxist Rigour 
Yasmine Abtahi  Clever or wise: The kinds of mathematics we teach are preparing us for what?  
Kuo-Liang Chang  False Analogies in Mathematical Reasoning 
Scott A. Chamberlin  The Essence of Mathematical Learning
Paul Ernest  Unpicking the Meaning of the Deceptive Mathematics Behind the Covid Alert Levels 

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 attachment in MS Word or compatible formats. Many types of item are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Graduate students are warmly invited to submit 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.

Format of submissions: 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 basis the decision is made whether to accept, require revisions or reject.

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 Jane Tanner and Jo Smithson.

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