Is it possible to develop the content and form of mathematical education in such a way that it
may serve as a tool of democratization in both school and society? This question is related …

2. What is ideology It is far from clear why mathematics and ideology are related in any way.
Mathematics deals with the aesthetic and the theoretical. Ideology deals with the political …

An international group of distinguished scholars brings a variety of resources to bear on the
major issues in the study and teaching of mathematics, and on the problem of understanding …

Philosophers of mathematics can be roughly divided into two groups. Type I is particularly
fond of questions such as: What are the foundations of mathematics? What are numbers …

A major part of my research has addressed mathematics education: the various places
mathematics is learned whether in school, work places, or organisations, and the ways …

These are some of the deep questions raised by an epistemological perspective on the
culture of the mathematics classroom. Clearly in this chapter it is not possible to do more …

The basic assumption of this paper is that mathematics and history of mathematics are both
forms of knowledge and, therefore, represent different ways of knowing. This was also the …

A few years ago, in a conversation with a mathematician, I complained about my students'
resistance to the seemingly simple idea of a complex number. The mathematician would not …

The argument in this chapter is that mathematics, even before its professionalisation, has
always been the domain of the select few. Attempts have been made, in recent times, to …

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 …