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Invited research seminar ‘Conceptions of Mathematics and their Impact on Teaching’, at University of Michigan, Ann Arbour, Michigan, USA, 3 April 1995. Invited discussant for symposium on ‘The Relevance of Authority to Conceptualizing Reform in Mathematics Education’, National Council of Teachers of Mathematics Annual Conference (NCTM), Research Pre-Session, Boston, USA, 5 April 1995. Invited discussant for symposium on ‘How are the NCTM Standards Documents being Adapted in Classrooms? Emerging Issues from Reform-Related Research’ chaired by Prof. Frank Lester, at NCTM, Boston, 1995. Keynote speaker at Second Panhellenik Conference on Mathematics Education, 26-28 April 1995, Nicosia, Cyprus: paper entitled ‘Images of Mathematics, Values and Education: A Philosophical Perspective’. Keynote speech ‘Images of Mathematics, Values and Gender: A Philosophical Perspective, Annual Conference of the Network for Research on Adults Learning Mathematics, University of Exeter, 7-9 July 1995. Poster presentation ‘The Mythic Quest of the Hero: A Semiotic Analysis of Mathematical Proof’ at 19th Annual Conference of the International Group for the Psychology of Mathematics Education, Recife, Brazil, July 1995. Chair of plenary presentation by Prof. R. Hersh on ‘The philosophy of mathematics education’, PME-19, Recife, Brazil, 1995. Paper ‘The Legacy of Lakatos: Reconceptualizing The Philosophy of Mathematics’, at 10th International Congress of Logic, Methodology and the Philosophy of Science, Florence, Italy, 19-25 August 1995.
Invited paper ‘Social Constructivism as a Philosophy of Mathematics’, King’s College, London, 25 March 1996. Invited sub-plenary lecture (with simultaneous Spanish translation) ‘Social Constructivism as a Philosophy of Mathematics’, 8th International Congress of Mathematical Education (ICME-8), Seville, Spain, 14-21 August 1996. Invited lead contribution ‘The Epistemology of Mathematics from a Philosophical Perspective’ to Symposium on Forms of Mathematical Knowledge’ at ICME-8, Seville, 1996. Invited presentation (with simultaneous Spanish translation) to Working Group 6: Gender and Mathematics ‘Mathematics, Philosophy, Values and Gender’ at ICME-8, Seville, 1996.
Paper (with C. S. Lim) ‘Values: What is espoused versus what is enacted’ BSRLM Day Conference, University of Nottingham, 25 February 1997. Keynote speaker ‘Knowledge, Context and Education’, Situated Cognition in Mathematics Education, University of Oxford, 11 April 1997. ‘The semiotics of mathematical signs in everyday life’ BSRLM Day Conference, University of Oxford, 11 May 1997. Keynote speaker, ‘The Justification Problem’ Roskilde University 25th Anniversary Celebration Conference, Roskilde, Denmark, 21-25 August 1997. Invited staff seminar ‘Conversation as a Metaphor for Knowledge and Learning’ University of Cape Town, 30 September 1997. Invited staff seminar ‘What is social constructivism?", Mathematics Education Research Group, University of Western Cape, 2 October 1997. Keynote speaker ‘Gender, Values and Mathematics’, European Council of Teachers of Mathematics, Dusseldorf, Germany, October 31, 1997. Invited speaker ‘Conversation and Realism’, Day conference on work of Rom Harré, Linacre college, University of Oxford, 5 December 1997. Invited respondent to Prof. L. Burton ‘Mathematics - Communities of Practices?’ at Research into Social Perspectives on Mathematics Education day conference, Institute of Education, University of London, December 11, 1997.
Whitehead and the Implications of the Process Metaphor for Mathematics, presented at Education, Ecology and Process, international conference, Exeter, 6-10 June, 1998. The Epistemic Subject in Mathematical Activity: Implications of Rotman's Semiotics of Mathematics, presented at Semiotic Society of America Annual Conference, Toronto, 15-19 October 1998.
Lecture (with C. S. Lim) ‘Public Images of Mathematics’, Economic and Social Research Council Seminar on Public Understanding of Mathematics, Institute of Education, University of London, 10 February 1999. Lecture (with C. S. Lim) ‘Public Images of Mathematics’, Research Seminar, University of Exeter School of Education, 12 May 1999. Keynote lecture ‘Conversation as a Metaphor for Knowledge and Learning’, at Finnish Association of Researchers in Mathematics and Science Education Annual Conference, University of Oulu, Finland, 17-21 June, 1999. Keynote lecture ‘Research in the philosophy of mathematics education’, Invitation Conference on Philosophy of Mathematics Education, Royal Danish School of Education, Copenhagen, 12-17 May, 1999. Paper (with C. S. Lim) ‘Adults' images of mathematics: five common views and three myths’, presented at the 8th European Conference for Research and Learning and Instruction, Gothenburg, Sweden, 24-28 August, 1999.
BOOKS Ernest, P. Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: iv+269pp. (Contributed introductions: 1-13, 45-46, 81-82, 103-106, 136-137, 151- 152, 175-179, 195-196, 227-228, 247-248 and 5 chapters. Reprinted in 1992 and 1996. 3000 copies sold.) Ernest, P. The Philosophy of Mathematics Education, London, Falmer Press, 1991: xiv+329pp. (Reprinted in 1993 and 1995. 3000 copies sold. Currently being translated into Indonesian. See below for Chinese translation). Ernest, P. Ed. Mathematics, Education and Philosophy: An International Perspective, London, The Falmer Press, 1994: x+250pp. (Contributed introductions: 1-10, 57-59, 163, 205-207.) Ernest, P. Ed. Constructing Mathematical Knowledge: Epistemology and Mathematics Education, London, The Falmer Press, 1994: xviii+282pp. (Contributed introductions: x-xviii, 1-3, 107-109, 171-173, 237-239.) Ernest, P. Social Constructivism as a Philosophy of Mathematics, Albany, New York: SUNY Press. In Science Technology and Society Series, Ed. Prof. S. Restivo. Also in Reform in Mathematics Education Series, Ed. Prof. J. Sowder, 1998. xiv+303pp. ISBN 0791435873 (h/b) 0791435881 (p/b). "The scholarship is extensive and deep and the conclusions are convincing. This book contains the best presentation I have read for the social constructivist position on the philosophy of mathematics." Philip J. Davis, Brown University. Ernest, P. The Philosophy of Mathematics Education, Chinese translation by J. Qi, Shanghai Academic Publishing House, 1999, with new introduction, pp. i-iv. Koshy, V., Ernest, P. and Casey, R. Mathematics for Primary Teachers, London: Routledge, 1999. ix+213pp. CHAPTERS Ernest, P. ‘Philosophy, Mathematics and Education’, in P. Preece, ed. Philosophy and Education (Perspectives No. 28), Exeter, The University, 1987: 88-95. Reprinted in International Journal of Mathematical Education in Science and Technology, 20 (4) 1989: 555-559. Ernest, P. ‘The Attitudes and Practices of Student Teachers of Primary School Mathematics’, in A. Borbas Ed. Proceedings of 12th International Conference on the Psychology of Mathematics Education, Hungary, July 1988, Volume 1, Veszprem, Hungary, OOK., 1988: 288-295. Ernest, P. ‘Researching mathematics teachers’ beliefs and their impact on practice’ in BSRLM Proceedings of the Conference at Warwick University, May, 1988, Coventry, The University of Warwick, 1988: 17-20. Ernest, P. ‘The impact of beliefs on teaching’, in C. Keitel with P. Damerow, A. Bishop, and P. Gerdes, Eds. Mathematics Education and Society, Paris, UNESCO, 1989: 99-101. Expanded version reprinted in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 249-254. Translation reprinted as ‘L’Impatto del Modeli Mentali sull’Insegnamento della Matematica’ in L’Educazione Matematica, 3 (2), 1992, 65-70. Reprinted in Bloomfield, A. and Harries, T. Eds (1994) Teaching and Learning Mathematics, Derby: Association of Teachers of Mathematics. Ernest, P. ‘A psychological model of the mathematics teacher’, in J A. Dossey, A. E. Dossey and M. Parmantie, Eds., Preservice Teacher Education. Illinois State University, USA., 1989: 237-242. Ernest, P. ‘Aims of mathematics education as expressions of ideology’, in R. Noss, A. Brown, P. Drake, P. Dowling, M. Harris, C. Hoyles and S. Mellin-Olsen, Eds., The Political Dimensions of Mathematics Education: Action & Critique, London, Institute of Education, 1990, 87-94. Ernest, P. ‘The relationship between objective and subjective knowledge of mathematics’, in F. Seeger and H. Steinbring, Eds. The Dialogue between Theory and Practice in Mathematics Education, Bielefeld, Germany, IDM, 1990; 123-138. Ernest, P. and P. Greenland ‘Teacher belief systems: theory and observations’ in S. Pirie and B. Shire, Eds. British Society for Research into Learning Mathematics Annual Conference Proceedings, Oxford, BSRLM, 1990: 23-26. Ernest, P. ‘Constructivism, The Psychology of Learning, and the Nature of Mathematics: Some Critical Issues’, in Furinghetti, F. Ed. Proceedings of 15th International Conference on the Psychology of Mathematics Education, Assisi (Italy), 2, 1991, 25-32. Reprinted in Science and Education, 2 (2), 1993, 87-93. Ernest, P. ‘Objective and Subjective Knowledge of Mathematics’, in F. Seeger and H. Steinbring, Eds. Theory and Practice in Mathematics Education, Germany, University of Bielefeld Press, 1992, 33-48. Ernest, P. ‘Problem Solving: Its Assimilation to the Teacher’s Perspective’ in J. P. da Ponte, Ed. Information Technology and Mathematical Problem Solving Research, Lisbon, 1991, 201-216. Reprinted in J. P. da Ponte, J. F. Matos, J. M. Matos and D. Fernandes, Eds. Mathematical Problem Solving and New Information Technologies, Berlin: Springer-Verlag, 1992, 287-300. Ernest, P. ‘The National Curriculum in Mathematics: Its Aims and Philosophy’ in M. Nickson and S. Lerman, Eds. The Social Context of Mathematics Education: Theory and Practice, London, South Bank Press, 1992, 33-61. Ernest, P. ‘Towards a Social Constructivist Account of the Nature of Mathematics’, in M. Nickson and S. Lerman, Eds. The Social Context of Mathematics Education: Theory and Practice, London, South Bank Press, 1992, 136-148. Reprinted as ‘The Nature of Mathematics: Towards a Social Constructivist Account’ in Science and Education, 1 (1), 1992, 89-100, and in Epistemologia, 17, 1994, 179-196. Ernest, P. ‘The Revolution in the Philosophy of Mathematics and its Implications for Teaching’, in C. Ormell Ed. New Thinking about the Nature of Mathematics, MAG-EDU, University of East Anglia, Norwich, 1992, 33-38. Ernest, P. ‘Mathematics, the Public Educator Perspective and Critical Citizenship’, in I. Thorstad Ed. Adults, Numeracy and Responsible Citizenship, University of Essex, Colchester, 1992, 21-26. Ernest, P. ‘Putting the Social back into Constructivism’, The NECC Mathematics Commission, Proceedings of the Second International Conference on the Political Dimensions of Mathematics Education: Curriculum Reconstruction for Society in Transition, Johannesburg, South Africa: NECC, 1993, 50-57. Revised version printed in D. Angelis et al. Eds (1993) Political Dimensions of Mathematics Education: Action and Critique, Cape Town, South Africa: Maskew Miller Longman, 168-174. Ernest, P. ‘Il Costruttivismo Sociale come Filosofia della Matematica: Riabilitazione del Costruttivismo Radicale?’ in Speranza, F. Ed. Quaderni di Didattica della Matematica e dei suoi Fondamenti 1, University of Parma, Parma, 1993, 7-16. Ernest, P. Mathematical Activity and Rhetoric: Towards a Social Constructivist Account, in Hirabayashi, I., N. Nohda, Shigematsu, K. and Lin, F. L. Eds., Proceedings of 17th International Conference on the Psychology of Mathematics Education Tokyo, 2, Japan: University of Tsukuba., 1993, 238-245. Carré, C. and Ernest, P. ‘Performance in Subject Matter Knowledge in Mathematics’, S. N. Bennett and Carré, C., Eds. Learning to Teach, London: Routledge, 1993, 36-50. Ernest, P. ‘History of Mathematics and the Teaching of Mathematics: A psychological Perspective’ in Ponte, J. P. da, and Matos, J. F. Eds Proceedings of the 18th Annual Conference of the International Group for the Psychology of Mathematics Education, Lisbon, Portugal: University of Lisbon, 1994, Vol. 1, 117-120. Ernest, P. ‘What is social constructivism in the psychology of mathematics education?’ in Ponte, J. P. da, and Matos, J. F. Eds Proceedings of the 18th Annual Conference of the International Group for the Psychology of Mathematics Education, Lisbon, Portugal: University of Lisbon, 1994, Vol. 2, 304-311. Revised version reprinted as ‘Social constructivism and the psychology of mathematics education’, in Ernest, P. Ed. Constructing Mathematical Knowledge: Epistemology and Mathematics Education, London, Falmer Press, 1994, 62-72. Ernest, P. ‘The Philosophy of Mathematics Education’ in Gaulin, C., Hodgson, B., Wheeler, D. H. and Egsgard, J. C. Eds Proceedings of Seventh International Congress of Mathematics Education, Quebec, Canada: University Laval Press, 1994, 289-292. Ernest, P. ‘The Philosophy of Mathematics and the Didactics of Mathematics’, in Biehler, R., Scholtz, R. W., Straesser, R. and Winkelman, B. Eds. The Didactics of Mathematics as a Scientific Discipline, Dordrecht: Kluwer, 1994: 335-349. Ernest, P. ‘Conversation as a Metaphor for Mathematics and Learning’ Proceedings of British Society for Research into Learning Mathematics Day Conference, Manchester Metropolitan University 22 November 1993, Nottingham, BSRLM, 1994: 58-63. Ernest, P. ‘The dialogical nature of mathematics’ in Ernest, P. Ed. Mathematics, Education and Philosophy: An International Perspective, London, The Falmer Press, 1994, 33-48. Ernest, P. ‘The One and the Many’, in Steffe L. P. and Gale, J., Eds, Constructivism in Education, Hillsdale, New Jersey: Erlbaum, 1995, 459-486. Ernest, P. ‘Images of Mathematics, Values and Education: A Philosophical Perspective’. Phillipou, G. and Christou, K. Eds Proceedings of Second Panhellenik Conference on Mathematics Education, Nicosia, Cyprus: University of Cyprus, 1995, 61-80. Reprinted in D. Coben, ed. Proceedings of Second international Conference on Adults Learning Mathematics: London: Goldsmiths College 1996, pp. 1-15. Ernest, P. Popularization: Myths, Massmedia and Modernism, in Bishop, A. Ed. International Handbook of Research in Mathematics Education, Dordrecht, Holland: Kluwer, 1996, pp. 785-817. (ISBN 0 7923 3533 3). Ernest, P. ‘Varieties of Constructivism: A Framework for Comparison’, in Steffe, L. P., Nesher, P., Cobb, P., Goldin, G. A, and Greer, B. Eds. Theories of Mathematical Learning, Mahwah, New Jersey: Erlbaum, 1996: pp. 335-350. Ernest, P. ‘Values and Assumptions in Mathematics Teacher Education’, in Selmes, C. S. G. and Robb, W. M. Eds Values in Teacher Education, Vol. 2, Aberdeen: The National Association of Values in Education and Training, 1996: pp. 9-13. Ernest, P. ‘The nature of mathematics and teaching’, in Almeida, D. A. and Ernest, P. Eds. Perspectives on Mathematics (Perspectives no. 53), Exeter, The University, 1996, 82-91. Reprinted in Philosophy of Mathematics Education Journal 9, 1996, pp. 46-53. Ernest, P. and Vile, A., ‘Report of Semiotics Working Group’ Proceedings of British Society for Research into Learning Mathematics Day Conference, Institute of education, University of London, 9 November 1996, BSRLM, University of Bristol: Bristol: pp. 63-64. Ernest, P. ‘Prefacio do Editor’, Glasersfeld, E. von Constructivismo Radical, uma forma de conhecer e aprender, Instituto Piaget, Lisbon, 1997, pp. 9-11. Lim C. S. and Ernest, P. (1997) ‘Values in mathematics education: What is planned and what is espoused?’ In British Society for Research into Learning Mathematics, Proceedings of the Day Conferences held at University of Nottingham, 1 March 1997 and University of Oxford 7 June 1997, BSRLM, University of Bristol: Bristol: pp. 37-44. Ernest, P. and Vile, A. ‘Semiotics and Mathematics Education Working Group’, Proceedings of the Day Conferences held at University of Nottingham, 1 March 1997 and University of Oxford 7 June 1997, BSRLM, University of Bristol: Bristol: pp. 119-122. Ernest, P. ‘A Postmodern Perspective on Research in Mathematics Education’, in Kilpartrick, J and Sierpinska, A. Eds. Mathematics Education as a Research Domain, Dordrecht: Kluwer, 1998, Vol. 1, pp. 71-85. (ISBN 0-7923-4600-9) Ernest, P. ‘Series Editors Preface’, P. Dowling, The Sociology of Mathematics Education: Mathematical Myths/Pedagogic Texts, London: The Falmer Press, 1998, pp. xiii-xv. Ernest, P. ‘Recent Developments in Mathematical Thinking’, in R. Burden and M. Williams, Eds., Thinking Through the curriculum, London: Routledge, 1998, pp. 113-134. Ernest, P. ‘Questioning School Mathematics’ in Education and Experience, A. V. Kelly and G. Edwards, Eds. (1998) London: Paul Chapman, pp. 20-45. (ISBN 1 85396 272 4) Ernest, P. ‘Restoring Discipline to the Class: The New National Curriculum for Primary Mathematics Teacher Education, in Gates, P. Ed. Mathematics Education and Society: Proceedings of the First international Mathematics Education and Society Conference, Nottingham: University of Nottingham School of Education, pp. 158-167 (ISBN 0 9533812 0 X). Ernest, P. ‘Series Editor’s Preface’, V. Walkerdine, Counting Girls Out, New Edition, London: The Falmer Press, 1998, p. vi (ISBN 0 7507 0816 6 & 0 7507 0815 8). Ernest, P. ‘Introduction: Changing Views of ‘the Gender Problem’ in Mathematics’, V. Walkerdine, Counting Girls Out, New Edition, London: The Falmer Press, 1998, pp. 1-14 (ISBN 0 7507 0816 6 & 0 7507 0815 8). Ernest, P. ‘Preface by Series Editor’, C. Morgan, Writing Mathematically: The Discourse of Investigation’, London: The Falmer Press, 1998, p. ix-x (ISBN 0 7507 0811 5 & 0 7507 0810 7). Ernest, P. ‘Mathematical Knowledge and Context’, A. Watson, Ed., Situated Cognition and the Learning of Mathematics, 1998, Oxford: Oxford University Department of educational Studies and York: QED Books, pp. 13-31 (ISBN 1-85853-083-0). Ernest, P. ‘The Relation between Personal and Public Knowledge from an Epistemological Perspective’, in F. Seeger, J. Voight and U. Waschescio, Eds. The Culture of the Mathematics Classroom, Cambridge: Cambridge University Press, 1998, pp. 245-268 (ISBN 0-521-57107-3 & 0-521-57798-5). Ernest, P. ‘Introduction to Constructivism in Mathematics Education’ in A. Engström, Ed., Mathematics and Reflection, Studentlitteratur, Lund, 1998, 21-33. Lim C. S. and Ernest, P. (1998) ‘A survey of public images of mathematics’, Proceedings of British Society for Research into Learning Mathematics Day Conference, King's College, University of London, 28 February 1998, pp. 7-14. Vile, A. and Ernest, P. ‘Semiotics and Mathematics Education Working Group’, Proceedings of the Day Conference held at University of Birmingham, 19-20 June 1998, BSRLM, University of Oxford: Oxford: p. 129. Ernest, P. and Lim C. S., ‘Public attitudes towards mathematics’, in Olivier, A. and Newstead, K. (Eds.), Proceedings of the 22nd International Conference for the Psychology of Mathematics Education. University of Stellenbosch, South Africa, 1998, Vol. 4, 251. Ernest, P. ‘Series Editor’s Preface’, C. Hoyles et al., eds., Rethinking the Mathematics Curriculum, Studies in Mathematics Education Series 10, London and Philadelphia: The Falmer Press, 1999, pp. x-xi (ISBN 0 7507 0939 1 & 0 7507 0938 3). Ernest, P. Popularization: Myths, Massmedia and Modernism, in Bishop, A. Ed. International Handbook of Research in Mathematics Education (Chinese translation), Shanghai Publishing House, P. R. China, 1999. Ernest, P. ‘The Philosophy of Mathematics and the Didactics of Mathematics’, in Biehler, R., Scholtz, R. W., Straesser, R. and Winkelman, B. Eds. The Didactics of Mathematics as a Scientific Discipline (Chinese translation), Shanghai Publishing House, P. R. China, 1999. Ernest, P. ‘Series Editor’s Preface’, G. Kaiser et al., eds., International Comparisons in Mathematics Education, Studies in Mathematics Education Series 11, London and Philadelphia: The Falmer Press, 1999, pp. vii-ix (ISBN 0 7507 0903 0 & 0 7507 0902 2). Ernest, P. ‘Series Editor’s Preface’, B. Jaworski et al., eds., Mathematics Teacher Education: Critical International Perspectives, Studies in Mathematics Education Series 12, London and Philadelphia: The Falmer Press, 1999, pp. ix-x (ISBN 0 7507 0809 3 & 0 7507 0808 5). Ernest, P. ‘Series Editor’s Preface’, L. Burton, ed., Learning Mathematics: From Hierarchies to Networks, Studies in Mathematics Education Series 13, London and Philadelphia: The Falmer Press, 1999, pp. ix-x (ISBN 0 7507 1008 X & 0 7507 1009 8). Ernest, P. ‘Series Editor’s Preface’, T. Rowland, The Pragmatics of Mathematics Education, Studies in Mathematics Education Series 14, London and Philadelphia: The Falmer Press, 1999, pp. ix-x (ISBN 0 7507 1012 8). Ernest, P. ‘Forward’, Dienes, Z. P. Memoirs of a Maverick Mathematician, London, Atlanta and Sydney: Minerva Books, 1999, pp. 5-9 (ISBN 0 7507 1012 8). PAPERS Ernest, P. ‘A Critique of Some Formal Theories of Meaning’, British Journal for the Philosophy of Science 26, 1975: 319-330. Ernest, P. ‘On the Adequacy of the Egyptian Representation of Fractions’, Bulletin of the Institute of Mathematics and its Applications 16 (10) 1980: 219-221. Ernest, P. ‘Egyptian Fractions in the Classroom’, Mathematics in School 66, 1981: 19-20. Reprinted in M. Cornelius, Ed., The Best of Mathematics in School. London, Longman, 1989: 73-74. Ernest, P. ‘Mathematical Induction: A Recurring Theme’, 32 Mathematical Gazette 66 (436) 1982: 120-125. Ernest, P. ‘Thinking of a Funny Line’, Mathematical Education for Teaching 4 (2) 1983: 30-40. Ernest, P. ‘Mental Images’, Mathematics Teaching 103, 1983: 2-3. Ernest, P. ‘Two Cubed is Eight’, Mathematics in School 12 (4) 1983: 34. Ernest, P. ‘Base Numbers and Noble Metals’, Mathematics in School 12 (5) 1983: 15-16. Ernest, P. ‘Mathematical Induction : A Pedagogical Discussion’, Educational Studies in Mathematics 15, 1984: 173-189. Ernest, P. ‘CXC Mathematics : A Caribbean Innovation in Assessment’, Educational Studies in Mathematics 15, 1984: 397-412. Ernest, P. ‘Two Thoughts on Equivalence Relations’, Mathematical Gazette 68 (444) 1984: 122-124. Ernest, P. ‘Integration within the Mathematics Curriculum’, International Journal For Mathematical Education in Science and Technology 15 (5) 1984: 631-642. Ernest, P. ‘Teaching in Jamaica’, Mathematics Teaching 106, 1984: 34-35. Ernest, P. ‘Introducing the Concept of Probability’, The Mathematics Teacher 77 (7) 1984: 524-525. Ernest, P. ‘Investigations’, Teaching Mathematics and its Applications 3 (3) 1984: 80-86. Ernest, P. ‘Small Group Work’, Teaching Mathematics and its Applications 4 (1) 1985: 7-10. Ernest, P. and I. Isaacs ‘The Role of External Examiners in Primary Mathematics for Teacher Training Colleges in a Third World Country’, CASTME Journal 5 (1) 1985: 16-28. Ernest, P. ‘Equivalence Relations: a Unifying Topic’, CASTME Journal 5 (3) 1985: 12-16. Ernest, P. ‘Comments on Journals and Problems’, For the Learning of Mathematics 5 (3) 1985: 22-24. Ernest, P. ‘The Number Line as a Teaching Aid’, Educational Studies in Mathematics 16, 1985: 411-424. Ernest, P. ‘Special Educational Needs in Mathematics’, CASTME Journal 6 (1) 1985: 22-28. Ernest, P. ‘Fraction Difficulties’, Mathematics Teaching 112, 1985: 22. Ernest, P. ‘The Philosophy of Mathematics and Mathematics Education’, International Journal for Mathematical Education in Science and Technology 16 (5) 1985: 603-612. Ernest, P. ‘Social and Political Values’, Mathematics Teaching 116, 1986: 16-18. Reprinted in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 197-202. Ernest, P. ‘Computer Gaming for the Practice of Transformation Geometry Skills’, Educational Studies in Mathematics 17 (2) 1986: 205-207. Ernest, P. ‘Statistics and the Media’, Mathematics in School 15 (3) 1986: 14-15. Ernest, P. ‘Integration in Mathematics and the Assessment of Integrative Skills in Mathematics’, International Journal for Mathematical Education in Science and Technology 17 (1) 1986: 103-113. Ernest, P. ‘Games: A Rationale for their Use in the Teaching of Mathematics’, Mathematics in School 15 (1) 1986: 2-5. Reprinted in R. Fisher, Ed. Problem Solving in Primary Schools, Oxford, Basil Blackwell, 1989, 204-211. Ernest, P. ‘Mental Number Line Images’, Teaching Mathematics and its Applications 5 (1) 1986: 1-5. Ernest, P. ‘Developments in Assessing Mathematics’, Teaching Mathematics and its Applications 5 (2) 1986: 65-76. Reprinted in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 56-72. Ernest, P. ‘What is Mathematics?’, CASTME Journal 6 (2) 1986: 1-5. Ernest, P. ‘Games’, Teaching Mathematics and its Applications 5 (3) 1986: 97-102. Ernest, P. ‘A Model of the Cognitive Meaning of Mathematical Expressions’, British Journal of Educational Psychology 57, 1987: 343-370. Ernest, P. ‘Introducing Investigational Work’, Micromath 3 (1) 1987: 30-31. Ernest, P. ‘Training Mathematics Teachers at a Distance’, Open Learning 2 (2), 1987: 32-35. Ernest, P. ‘The Aha Experience’, Mathematics in School 16 (1) 1987: 10-11. Ernest, P. ‘Understanding the Language of Mathematics’, CASTME Journal 7 (2) 1987: 10-15. Reprinted in Wessels, D. Ed. The Role of Language in the Teaching and Learning of Mathematics, Pretoria, South Africa: University of South Africa, 1990, 12-115. Ernest, P. and Galvin, S. ‘Using SMP 11-16 with Low Attainers’, Mathematics in School, 16 (4) 1987: 11-14. Ernest, P. ‘The Mathematics Department : An Analysis of Five Case Studies’, School Organisation, 12 (2) 1988: 143-159. Ernest, P. ‘Using microcomputers with 15 year olds to retrain transformation geometry skills’, International Journal of Mathematical Education in Science and Technology, 15 (2) 1988: 269-279. Ernest, P. ‘The mental number lines of a sample of adults’, International Journal of Mathematical Education in Science and Technology, 15 (3) 1988: 389-395. Ernest, P. ‘An Area Workshop and the General Concept of Measurement’, Mathematical Education for Teaching, 5 (1) 1988: 1-19. Ernest, P. ‘Mathematical Values: A Personal Experience’, Mathematical Education for Teaching, 5 (1) 1988: 40-43. Ernest, P. ‘The mathematics department’, International Journal of Mathematical Education in Science and Technology, 19 (1) 1988: 25-39. Ernest, P. ‘What’s the use of Logo?’, Mathematics in School, 17 (1) 1988: 16-20. Reprinted in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 33-44. Reprinted in Bloomfield, A. and Harries, T. Eds (1995) Teaching and Learning Mathematics with Information Technology, Derby: Association of Teachers of Mathematics. Ernest, P. ‘The problem solving approach to mathematics’, Teaching Mathematics and its Applications, 7 (2) 1988: 82-92. Ernest, P. ‘An Investigation into the use of Microcomputers to Teach Mathematical Problem-Solving Skills to 13 Year- Olds’ International Journal of Mathematical Education in Science and Technology, 19 (6) 1988: 807-818. Ernest, P. ‘The Role of the Microcomputer in Primary Mathematics’ Mathematics in School, 18 (2) 1989: 8-12. Reprinted in MICROSCOPE, 26, 1989: 7-14. Reprinted in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 14-27. Ernest, P. ‘The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A Model’, Journal of Education for Teaching, 15 (1) 1989: 13-33. Ernest, P. ‘Head of the Secondary School Mathematics Department: A Demanding Role’, School Organisation, 9 (3) 1989: 319-337. Ernest, P. ‘The psychology of teaching mathematics: a conceptual framework’, Mathematical Education for Teaching 6 (1) 1989: 21-55. Ernest, P. ‘The meaning of mathematical expressions: does philosophy shed any light on psychology?’, British Journal for the Philosophy of Science, 41, 1990, 443-460. (75 requests received for reprints). Ernest, P. ‘Unified mathematics education in Britain: a force to be reckoned with?’, Mathematics Teaching, 135, 1991, 36-39. Edited version reprinted as ‘Lets integrate British mathematics education into a whole that counts’, Mathematics in School, 20 (4), 1991, 28-30. Ernest, P. ‘Mathematics Teacher Education and Quality’ Assessment and Evaluation in Higher Education, 16 (1), 1991, 56-65. Ernest, P. ‘Does it Need Revising?’ Mathematics Teaching. 136, 1991, 16-18. Edited version reprinted as ‘Does the National Curriculum in Mathematics Need Revising?’, Research Intelligence, 41, 1991, 49-50. Ernest, P. ‘Post-Modernism in Mathematics and Mathematics Education’, Philosophy of Mathematics Education Newsletter, No. 3, 1991, 8-12. Stoessiger, R. and Ernest, P., ‘Mathematics and the National Curriculum: Primary Teachers’ Attitudes’, International Journal of Mathematical Education in Science and Technology, 23 (1), 1992, 65-74. Ernest, P. ‘Epistemological Empowerment!’, Mathematics Teaching, No. 139, 1992, 27-28. Almeida, D., Ernest, P. and Rawson, W. ‘Primary Maths Schemes for K. S. 1: Do They Measure Up?’, Education 3-13, 20 (2), 1992, 61-64. Ernest, P. ‘Philosophy of Mathematics Education Topic Group at ICME, Philosophy of Mathematics Education Newsletter, 1992: 6, 2-7. Ernest, P. ‘Reflections on Ethnomathematics Discussion’ Philosophy of Mathematics Education Newsletter, 1992: 6, 18-21. Almeida, D., Ernest, P. and Rawson, W. ‘Primary Maths Schemes for K. S. 2: How Well Do They Measure Up?’, Education 3-13, 20 (3), 1992, 58-63. Ernest, P. ‘A note concerning Irving H. Anellis ‘Distortions and discontinuities of mathematical progress’, Philosophica, 1992: 50 (2), 123-125. Ernest, P. ‘The Popular Image of Mathematics’, Humanistic Mathematics Journal, 8, 1993: 53-55. Reprinted from Philosophy of Mathematics Education Newsletter, Nos. 4&5 (double issue), 1992, 19-22. Ernest, P. ‘How Mathematicians Work and the Philosophy of Mathematics’, How Mathematicians Work Newsletter, 1993: 3, 4-6. Ernest, P. ‘Are there Revolutions in Mathematics?’, Humanistic Mathematics Journal, 8, 1993: 63-65. Reprinted from Philosophy of Mathematics Education Newsletter, Nos. 4&5 (double issue), 1992, 14-18. Ernest, P. ‘Metaphors for Mind and World’, CHREODS 6, 1993, 3-10. Ernest, P. ‘Varieties of Constructivism: their Metaphors, Epistemologies and Pedagogical Implications’, Hiroshima Journal of Mathematics Education 2, 1994, 1-14. Ernest, P. ‘A Critical Mathematics Education is Critical of both Mathematics and Education’, Social Issues in Mathematics Education Newsletter (Australia) 1, 1994, 2-4. Ernest, P. ‘Author Response: The Philosophy of Mathematics Education’, Social Epistemology, 8(2) 1994, 151-161. Ernest, P. ‘On the Philosophy of Mathematics Education: In Response to Professor Zheng’, in Dawson, A. J. Ed., Philosophy of Mathematics Education Newsletter, 7, 1994, 5-9. Ernest, P. ‘Constructivism: Which form provides the most adequate theory of mathematics learning?’, Journal für Mathematik Didactik, 15 (3/4) 1994, 327-342. Ernest, P. ‘The Philosophy of Mathematics Education’ and ‘The Politics of Curriculum Reform’, Nämnaren, 20(1): 1994, 1-5. Ernest, P. ‘The Political Dimensions of Mathematics Education’, Science Education Newsletter, 118, 1995, 1-3. Ernest, P. ‘How Mathematicians Work and the Science of Mathematics: Response to David Wells’, How Mathematicians Work Newsletter, 5, 1995, 13-14 Ernest, P. ‘Values, Gender and Images of Mathematics: A Philosophical Perspective’ International Journal for Mathematical Education in Science and Technology, vol. 26, No. 3, 1995, 449-462. Ernest, P. ‘Editorial: Criticism and the Growth of Knowledge’, Philosophy of Mathematics Education Newsletter, 8, 1995, 2-4. Ernest, P. ‘Discussion Theme: The Discipline of Noticing’, Philosophy of Mathematics Education Newsletter, 8, 1995, 4-8. Ernest, P. ‘Calculators in the Primary School’ Education Today No. 11, March 1996, 1-2. Ernest, P. ‘The Negative Influence of ‘Progressive’ Ideas on School Mathematics’ Mathematics In School, Vol. 25, No. 2, March 1996, 6-7. Ernest, P. and Almeida, D. ‘Editorial: Teaching and the Nature of Mathematics’, The Philosophy of Mathematics Education Journal, No. 9, November 1996, 1-4. Ernest, P. The Legacy of Lakatos: Reconceptualising the Philosophy of Mathematics, Philosophia Mathematica, Vol. 5, No. 2, 1997, 116-134. Ernest, P. ‘Progressivism versus Back-to-Basics in school mathematics: a case of curriculum fetishes?’ British Journal for Curriculum and Assessment, Vol. 7, No. 3, 1997, 27-29 & 33. Lim, C. S. and Ernest, P. ‘Values in mathematics education: What is planned and what is espoused?’, Proceedings of BSRLM day conference, University of Nottingham, 1 March 1997, 37-44. Ernest, P. ‘Introduction: Semiotics, Mathematics and Mathematics Education’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 3-5. Ernest, P. ‘Texts and the Objects of Mathematics’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 39-46. Ernest, P. Mathematical Activity and Rhetoric: A Semiotic Analysis of an Episode of Mathematical Activity, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 81-86. Ernest, P. The Mythic Quest of the Hero: Steps Towards a Semiotic Analysis of Mathematical Proof, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 104-116. Ernest, P. Response to 'Commentary on Dehaene' by George Lakoff’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 120-123. Ernest, P. Mathematical activity and rhetoric: a semiotic analysis of an episode of mathematical activity, in Pythagoras, No. 45 (1998) pp. 6-10. Ernest, P. ‘The Epistemological Basis of Qualitative Research in Mathematics Education: A Post-Modern Perspective, in Journal for Research in Mathematics Education, Monograph no. 9 Qualitative Research in Mathematics Education, Teppo, A. Ed., 1988, Reston, Virginia: National Council of Teachers of Mathematics, pp. 22-39 (ISBN 0-87353-459-X). Ernest, P. ‘History of mathematics in teaching, Mathematics In School, Vol. 27, No. 4, (1998), pp. 25-31. Ernest, P. (1999) ‘Editorial’, Philosophy of Mathematics Education Journal, no. 11, 1999: pp. 2-7. Ernest, P. ‘Restoring discipline to the class: The new National Curriculum for primary mathematics teacher education’, Philosophy of Mathematics Education Journal, no. 11, 1999: pp. 21-31. Lim C. S. and Ernest, P. (1999) ‘Public Images of Mathematics’, Philosophy of Mathematics Education Journal, no. 11, 1999: 43-55. Forthcoming Ernest, P. ‘Forms of knowledge in mathematics and mathematics education: a philosophical perspective’, Educational Studies in Mathematics, special issue on Forms of knowledge, edited by Prof. D. Tirosh. Ernest, P. ‘Whitehead and the Implications of the Process Metaphor for Mathematics’, Interchange, A Quarterly Journal of Education. RECENT BOOK REVIEWS Review of W. Tomic and P. C. Van Der Sijde, ‘Changing Teaching for Better Learning’, Research Intelligence, 35, 1990: 34. Review of A. J. Dawson, ‘The Implications of the Work of Popper, Polya, and Lakatos for a Model of Mathematics Instruction’, University of Alberta, 1969, The Philosophy of Mathematics Education Newsletter, No. 2, 1990, 9-10. Review of N. A. Pateman, ‘Teaching Mathematics - A Tantalising Enterprise’, Deakin University Press, 1989, The Philosophy of Mathematics Education Newsletter, No. 2, 1990, 10-11. ‘What’s in a title?’, Review of B. Greer et al. ‘Recent Developments in mathematics education’, Mathematics Teaching, 134, 1991, 54. Review of ‘Evaluation and Assessment in Mathematics Education’ edited by D. Robitaille (UNESCO), Mathematical Gazette, 75 (473), 1991, 66. Review of G. Saxe, ‘Culture and Cognitive Development’, British Journal of Educational Psychology, 61, 1991: 384- 385. Review of J. Costello, ‘Teaching and Learning Mathematics: 11- 16’, Research Intelligence, 41, 1991: 58-59. Review of M. Tiles, ‘Mathematics and the Image of Reason’, Routledge, 1991, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 23-24. Review of S. Fuller, ‘Social Epistemology’, Indiana University Press, 1988, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 24-25. Review of D. Gillies, ‘Revolutions in Mathematics’, Clarendon Press, 1992, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 25-26. Review of D. Bloor, Knowledge and Social Imagery, second edition, in Philosophia Mathematica (Third Series), 1993: 1, 88-90. Review of J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation, British Journal of Educational Psychology, 1993: 63, 192-193 Review of L. P. Steffe, Ed., ‘Epistemological Foundations of Mathematical Knowledge’, British Journal of Educational Psychology, 1993: 63 (2) 373-374. Review of D. W. Jardine, ‘Speaking with a Boneless Tongue’, Makyo Press, 1992, The Philosophy of Mathematics Education Newsletter, No. 7, 1994, 21-22. Review of T. Koetsier, ‘Lakatos' Philosophy of Mathematics: A Historical Approach’, North-Holland, 1991, The Philosophy of Mathematics Education Newsletter, No. 7, 1994, 22-23. Review of T. Nunes, A. D. Schliemann and D. W. Carraher, Street Mathematics and School Mathematics, CUP, in British Journal of Educational Psychology, 1994: 64 (3), 504-505. Review of O. Skovsmose, Towards a Philosophy of Critical Mathematics Education, Kluwer, in Journal of Philosophy of Education, 1996: 30 (3), 488-493. Reprinted in The Philosophy of Mathematics Education Journal, No. 9, November 1996, 69-74. Review article on P. J. Davis, R. Hersh and P. Marchisotto, Mathematical Experience: Revised Study Edition, Birkhauser, Philosophia Mathematica, 1997, Vol. 5, No. 2, 181-188. Review of T. Brown, Mathematics Education and Language: Interpreting Hermeneutics and Post-Structuralism, Kluwer, The Philosophy of Mathematics Education Journal, 1997, No. 10, pp. 128-133. Review of Review C. S. Peirce, Collected Papers of C. S. Peirce on CD-ROM, InterLex Corporation, The Philosophy of Mathematics Education Journal, 1997, No. 10. pp. 15-17. Review of E. Fennema, and B. Scott Nelson, Eds., Mathematics Teachers in Transition, Laurence Erlbaum Associates, 1997, ISBN 0-8058-2583-5, forthcoming in British Journal of Educational Psychology. Review of R. Hersh, What is Mathematics, Really?, Jonathon Cape, 1997, ISBN 0-224-04417-6, in Times Higher Educational Supplement. Review of B. Larvor, Lakatos, an introduction, Routledge, 1998, ISBN 0-415-14275-X, Philosophia Mathematica, Vol. 7, No. 2, 223-230. |