This chapter concerns issues of mathematical philosophy and pedagogy. The past few years
have seen attempts on the part of philosophers and mathematicians to reconceptualize and …

" Since knowing produces knowledge, and not the other way around, this book shows how
everyone can be a producer rather than a consumer of mathematical knowledge …

For over 20 years, I have been trying to teach elementary school mathematics in ways that
honor and are rooted in concerns for the integrity of mathematics as a discipline and that …

By “philosophy of mathematics” I mean the working philosophy of the professional
mathematician, the philosophical attitude toward his work that is assumed by the researcher …

In this article, which is in criticism of a previous paper by Eric Blaire in this journal, I suggest
that one's perspective of mathematics teaching is a logical consequence of one's …

This ICME-13 Topical Survey is designed to provide an overview of contemporary research
in the philosophy of mathematics education. This is a broad cluster of overlapping but at …

This chapter suggests some connections between the vision of mathematical power
expressed in the Standards (NCTM, 1989) and what is known about mathematical thinking …

Contemporary philosophy of mathematics offers us an embarrassment of riches. Among the
major areas of work one could list developments of the classical foundational programs …

Currently there is a great deal of interest in philosophical issues in the teaching and learning
of both mathematics and science education. In this book Ernest has collected together …

Any theory of thinking or teaching or learning rests on an underlying philosophy of
knowledge. Mathematics education is situated at the nexus of two fields of inquiry, namely …