**Philosophy of Mathematics Education Journal **

Number 25 October 2010

Philosophy of Mathematics Education Journal ISSN 1465-2978 (Online)

## CONTENTS

(links below are .docs unless otherwise indicated)

Ole SkovsmoseMathematics: A Critical Rationality?

Ole SkovsmoseCan Facts be Fabricated through Mathematics?

Paul ErnestThe Scope and Limits of Critical Mathematics Education

D. F. AlmeidaAre there Viable Connections between Mathematics, Mathematical Proof and Democracy?

Ubiratan D’AmbrosioEthnomathematics: A Response to the Changing Role of Mathematics in Society

Annica AnderssonCan a Critical Pedagogy in Mathematics lead to Achievement, Engagement and Social Empowerment?

Hilary PoveyTeaching for Equity, Teaching for Mathematical Engagement

Randall Collins & Sal RestivoRobber Barons and Politicians in Mathematics: A Conflict Model of Science

Sal Restivo&Randall CollinsMathematics and Civilization

Marilyn FrankensteinCritical Mathematics Education: An Application of Paulo Freire’s Epistemology

Michael W. AppleReform through Conservative Modernization: Standards, Markets, and Inequality in Education

Peter AppelbaumSense and Representation in Elementary Mathematics

Maria NikolakakiInvestigating Critical Routes: The Politics of Mathematics Education and Citizenship in Capitalism

Tony BrownCultural Continuity and Consensus in Mathematics Education

M. Sencer CorluA Historical Analysis of Democracy in Mathematics and Mathematics Education in European Culture

Laura J. JacobsenEmbedding Mathematics in the Elementary Teacher Education Curriculum Network

Lawrence M. LesserThe Necessity of Equity in Teaching Statistics

**For details of the Aims of the Journal and Editorial policy see previous issues up to 19. **Graduate students are warmly invited to submit coursework assignments and theses for inclusion in this journal, to make available otherwise inaccessible resources for the benefit of the research community in mathematics education and/or the philosophy of mathematics.

**Copyright Notice.** All materials published herein remain copyright of the named author(s), or of the editor if unattributed. Permission is given to freely copy the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal.

**Acknowledgement** The journal is made possible by the generous support of University of Exeter. Especial thanks are due to Mike Jeffries-Harris for his work with this and the last issue.

**Editor**: Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K. P.Ernest(at)ex.ac.uk, Web: http://www.people.ex.ac.uk/PErnest/

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