Abstract
The philosophy of mathematics education, by Paul Ernest. Pp 329. £13·95 (paper), £30 (cloth). 1991. ISBN 1-85000-667-9, -665-0 (Falmer Press)
Highlights
This ICME-13 Topical Survey is designed to provide an overview of contemporary research in the philosophy of mathematics education
This publication provides a brief and selective overview of the philosophy of mathematics education. It includes an interpretation of what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and its overall importance and use
It provides an authoritative overview of critical mathematics education, a central strand in philosophy of mathematics education research
Summary
The philosophy of mathematics education can be interpreted both narrowly and more widely. How do these relate to the standards used in research in general education, social sciences, humanities, arts, mathematics, the physical sciences and applied sciences such as medicine, engineering and technology? Many of the sub-questions involved (omitted here except for question 5, but see Ernest 2014) are not essentially philosophical, in that they can be addressed and explored in ways that foreground other disciplinary perspectives, such as sociology and psychology When such questions are approached philosophically, they become part of the business of the philosophy of mathematics education. Exclusionary tactics across social and conceptual domains often have an unacknowledged hidden agenda, and mostly do not serve the advance of knowledge
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