A plea for a critical transformative philosophy of mathematics education

Luis Radford

1-10

The philosophy of mathematics education

an overview

Paul Ernest

13-35

The who and what of the philosophy of mathematical practices

Jean P. Van Bendegem

39-59

The philosophy of mathematical education between Platonism and the computer

Michael Otte

61-79

A dialogical conception of explanation in mathematical proofs

Catarina Dutilh Novaes

81-98

The amalgam of faith and reason

Euclid's elements and the scientific thinker

Melissa Andrade-Molina, Paola Valero, Ole Ravn

99-111

Students' foregrounds and politics of meaning in mathematics education

Ole Skovsmose

115-130

Some thoughts on a mathematics education for environmental sustainability

Richard Barwell

145-160

Epistemological questions about school mathematics

Margaret Walshaw

161-171

The concept of culture in critical mathematics education

Brendan Larvor, Karen François

173-185

The ethics of mathematics

is mathematics harmful?

Paul Ernest

187-216

On the need for theory of mathematics learning and the promise of "commognition"

Anna Sfard

219-228

On the roles of language in mathematics education

Ladislav Kvasz

229-240

The separation of mathematics from reality in scientific and educational discourse

UWE Schürmann

241-251

Mathematics education actualized in the cyberspace

a philosophical essay

Maria A. Viggiani Bicudo

253-270

Making distinctions

a phenomenological exploration in mathematics education

John MASON

273-296

Using rules for elaborating mathematical concepts

Michael Meyer

297-308

Towards a wider perspective

opening a philosophical space in the mathematics curriculum

Nadia Stoyanova Kennedy

309-320

Creativity research in mathematics education simplified

using the concept of bisociation as Ockham's razor

Bronislaw Czarnocha, William J. Baker, Olen Dias

321-332

Teaching of velocity in mathematics classes

chances for philosophical ideas

333-342

Time for work

finding worth-while-ness in making mathematics

Hilary Povey, Gill Adams, Colin Jackson

343-352

Hades—the invisible side of mathematical thinking

Walther Paravicini, Jörn Schnieder, Ingrid Scharlau

353-364

Developing rules due to the use of family resemblances in classroom communication

Jessica Kunsteller

365-377