Philosophy of Mathematics Education Journal No. 23 (October 2008)

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

Editor: Paul Ernest


Filippo Spagnolo Philosophy of Mathematics Education among East and West (doc, 3.8Mb)

Paul Ernest  Epistemology Plus Values Equals Classroom Image of Mathematics (doc, 118kb)

Bonnie Shulman  Mathematics and the Moral Sciences: The Value of Value-Free Mathematics (doc, 101kb)

Bonnie Shulman  Applied Mathematics: Lessons in the Moral Sciences (doc, 142kb)

Keith Porteous  Understanding Mathematics (doc, 65kb)

Andrew Davis  Effective Teaching: Some Contemporary Mythologies (doc, 77kb)

Troels Lange  A Child’s Perspective on Being in Difficulty in Mathematics (doc, 213kb)

Tony Brown  Making Mathematics Inclusive: Interpreting the Meaning of Classroom Activity (doc, 189kb)

Scott A. Chamberlin  What is Problem Solving in the Mathematics Classroom? (doc, 159kb)

Nicholas Mousoulides, Bharath Sriraman & Richard Lesh  The Philosophy and Practicality of Modeling Involving Complex Systems (doc, 1.1Mb)

Egan J Chernoff  The State of Probability Measurement in Mathematics Education: A First Approximation (doc, 303kb)

Tim Barker  A Methodology for the Investigation of Interventions to Improve Students’ Attitudes to Mathematics in Interdisciplinary Science (doc, 878kb)

Klaus G. Witz  Spiritual Aspirations connected with Mathematics: The Experience of American University Students (doc, 48kb)

For details of the Aims of the Journal and Editorial policy see previous issues up to 19.  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 the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal.

Acknowledgements. The journal is made possible by the generous support of University of Exeter and special thanks go to Rich Osborne <R.M.Osborne(at)> for his technical help.

Editor:  Professor Paul Ernest, University of Exeter, School of Education and Lifelong Learning, Exeter EX1 2LU, U.K.  P.Ernest(at),   Web:  
(Here and elsewhere @ is replaced by (at) to hinder spamming).

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