Philosophy of Mathematics Education Journal
No. 37 (August 2021)

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

Editor: Paul Ernest


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


Ubi D’Ambrosio  An Essay on Philosophy of Mathematics and Culture
Memories of Ubi D’Ambrosio
Ole Skovsmose  A Philosophy of Critical Mathematics Education
Paul Ernest  The Operativity and Performativity of Mathematical Signs: Exploring the Semiotics of Mathematics
Glen S. Aikenhead  School Mathematics: Towards Ending Its Cycle Of Myths
Christopher H. Dubbs  Learner, Student, Mathematician: What We Call the Subjects of Mathematics Education
Marcelo Batarce  Derrida and Mathematics Education: differences
Josh Markle  Enactive Hermeneutics as an Interpretive Framework in the Mathematics Classroom
Marshall Gordon  Cultural Diversity: Toward an Epistemological and Ethical Turn in the Communication of Mathematics
Kayla D. Myers  Writing (as Inquiry and Analysis) Beliefs-Entangled
David W. Jardine  “Tears Run Down Heaven’s Gaunt Face”
Newcomb Greenleaf  The Sacred Number 108
Emmanuel Nti-Asante  A Glocalized Approach to the Maker Movement
Sergei Korchevoi  A Concept of Mathematical Certainty and the Gettier Problem
Suman Ghosh  What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom?
Jyoti SethiTeaching Mathematics for Social Justice: A Personal Narrative
Jennifer D. Diaz  Inheriting the Historical Limits of Inclusion: When Making a Mathematical Mindset is Not Enough
Peter Gøtze  Critical Mathematical Literacy as Discourse and Practice - Students Discussing Climate Change and Temperature Prognoses
Yusuke Uegatani et al  Japanese use of probabilistic language about diagnosis tests for COVID-19: an analysis of Twitter data
Eduardo Sarquis Soares and Jean-François Maheux  Time, Culture, Change and the Teaching of Rational Numbers: A View From Within
Paul A. Wagner  Re-freshing the Teaching of Educational Statistics
Sergei Korchevoi  In Search of Discrepancies in Teaching Logic among Different Language Communities
Glen S. Aikenhead  A 21st Century Culture-Based Mathematics for the Majority of Students
Zhang Hong and Zhou HongQiang  Is the Line Segment Composed of Dots? On the Basic Contradiction of Basic Mathematics

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 @