CONTENTS OF THE ISSUE
DISCUSSIONS
Controversy: Helping Values Issues Arise 'Naturally'?
Christopher Ormell Education in Crisis, Maths Education is at the epicentre of the problem
The Philosophy of Mathematics Education Journal editor is Paul Ernest, University of Exeter, School of Education, Exeter EX1 2LU, U.K. Phone: (+)44-1392-264857, Fax: (+)44-1392-264736, E-mail: PErnest@ex.ac.uk, and homepage http://www.ex.ac.uk/~PErnest/, where this and previous issues of the journal are located.
The aim of this journal is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection; to freely disseminate new thinking in these areas to interested persons; to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflections.
In keeping with the aims of the journal the editorial hand is used very lightly. This is an international unrefereed journal which aims to stimulate the sharing of ideas for no other reason than an interest in the ideas and love of discussion among its contributors and readers. If a contribution has some relevance to the broad areas of interest concerned, and contains some features of value it will be included; and these criteria are used very liberally. Please send any items for inclusion to the editor including an electronic copy on disc or E-mail. Word for Windows versions 6, 95, 97 and HTML files preferred, but most word processing formats can be accommodated. Most items are welcome include papers, short contributions, letters, discussions, provocations, reactions, half-baked ideas, notices of relevant research groups, conferences or publications, reviews of books and papers, or even books or papers for review. Diagrams, figures and other inserted items are not always easy to accommodate and can use up a great deal of web space, so please use these economically in submissions.
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There is no unique theme to this issue. However both values and epistemologies figure in more than one paper. Several of the studies included here have been carried out by serving teachers in the UK.
The journal is made possible by the generous support of University of Exeter. Special thanks go to Mrs. Pam Rosenthall, Mathematics Technician at the School of Education for technical assistance in publishing this journal on the web. Any opinions expressed here are personal to the author(s) and not the responsibility of the University of Exeter.
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