Philosophy of Mathematics Education Journal
No. 41 (February 2024)
Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)
Associate Editor: Christopher H. Dubbs
Note: We begin with a magnificent piece on Nonkilling Mathematics by the late great Ubiratan D’Ambrosio and end with its open access source the book Toward a Nonkilling Paradigm edited by Joám Evans Pim
CONTENTS
Ubiratan D’Ambrosio Nonkilling Mathematics? The Ethics of Mathematics in the Final Analysis
Stéphanie La France & Steven Khan Enacting & Enchanting Assessment in Mathematics Teacher Education through Speculative Duo/ethnography
Siddharth Unnithan Kumar Towards an Ecological Mathematics
Johanna Ruge, Sarah Khellaf & Reinhard Hochmuth Creating the De | Informed Citizen
Nicolas Balacheff Notes for a Study of the Didactic Transposition of Mathematical Proof
Manjinder Kaur Jagdev Anti-Racist and Decolonial Practice in Teacher Education
Paul Ernest Review of Critical Mathematics Education by Ole Skovsmose
Marshall Gordon Review of The Making of Mathematics – Heuristic Philosophy of Mathematics, by Carlo Cellucci
Boris Čulina Early Years Mathematics Education: The Missing Link
Fawnda Norman & Lesa M. Covington Clarkson Equity and Excellence Framework: Planning Student Centered Social Justice Mathematics Lessons.
José Antonio Pérez-Escobar & Deniz Sarikaya The post-covid 19 era, chat bots, and the homogenization of education: Pluralism as an epistemic virtue exemplified by mathematics education
Ragnhild Johanne Rensaa & Raymond Kristiansen Take-Home Exams in University Mathematics and Science Subjects: Some Ethical Considerations
Frances E. Anderson An Introduction to Mathematics Capital in Mathematics Education
Jordan T. Register Designing for Ethical Mathematics Consciousness: A Synthesis of Findings from a Design Based Research Project Exploring How Educators May Design for Students’ Ethical Reasoning in Data Science
Mario A. Gonzalez Postpositivism and Mathematics Education
Ali Barahmand & Zahra Mohebian Philosophical Views of Elementary and Secondary Mathematics Teachers
Yenealem Ayalew Degu Extending Geometrical Thinking for Education in a Situation of Crisis
Paul Ernest The Mathematical and Philosophical Significance of Zero: Nothing Matters
Joám Evans Pim (Ed.) Toward a Nonkilling Paradigm
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. All submissions must be electronic, preferably in MS Word compatible formats (not PDF)
Refereeing: All papers are submitted to peer-review on which basis the decision is made whether to accept, request 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.
Fees. No fees are charged to authors or readers under any circumstances. This is a fully open access journal.
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.
Founding Editor: Emeritus Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes Campus, Exeter EX1 2LU, U.K. P.Ernest @ exeter.ac.uk.
Web: http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/