Philosophy of Mathematics Education Journal
No. 32 (November 2017)

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

Editor: Paul Ernest


Special Issue Editors: Alf Coles, Mark Boylan



Mark Boylan and Alf Coles  Is another mathematics education possible? an introduction to a Special Issue on “Mathematics Education and the Living World: Responses to Ecological Crisis”

Lisa Steffensen  Critical mathematics education and post-normal science – a literature overview

Yasmine Abtahi, Peter Gøtze, Lisa Steffensen, Kjellrun Hiis Hauge and Richard Barwell  Teaching climate change in mathematics classrooms: An ethical responsibility

Mark Boylan  Towards a mathematics education for ecological selves

Rochelle Gutiérrez  Living Mathematx: Towards a Vision for the Future

Petra Mikulan and Nathalie Sinclair  Thinking mathematics pedagogy stratigraphically in the Anthropocene

Alf Coles  Habits and Binds of Mathematics Education in the Anthropocene

Annie Savard  Implementing Inquiry-Based Learning Situation in Science and Technology: What Are Elementary School Teachers’ Learning Intentions about Mathematics?

Douglas D. Karrow, Steven K. Khan and Jayne Fleener Mathematics Education’s Ethical Relation With And Response To Climate Change

Mark Wolfmeyer and John Lupinacci  A Mathematics Education for the Environment: Possibilities for Interrupting All Forms of Domination

Editorial Panel for this Special Issue: Yasmine Abtahi, Janet Ainley, Richard Barwell, Annie Savard

Special issue editors: Alf Coles, University of Bristol, School of Education, 35 Berkeley Square, Bristol, BS8 1JA, U.K. alf.coles(at); Mark Boylan, Sheffield Hallum University, City Campus, Howard Street, Sheffield S1 1UB, U.K. m.boylan(at)

Aim of the Journal The aim is to foster awareness of philosophical aspects of mathematics education and mathematics, understood broadly to include most kinds of theoretical reflection and research in mathematics education; to freely disseminate new thinking and to encourage informal communication, dialogue and international co-operation between teachers, scholars and others engaged in such research and reflection.

Editorial policy.  This is an international refereed journal that aims to stimulate the sharing of research for no reason other than a love of ideas and their discussion. The editorial hand is used very lightly. Many types of submission  are welcome including papers, short contributions, discussions, provocations, reactions or reviews. Graduate students are warmly invited to submit relevant assignments and theses for inclusion in the journal, to make resources available to the research community, that might otherwise be inaccessible, in mathematics education and/or the philosophy of mathematics. Already published papers and conference presentations can be republished in this journal to broaden their availibilty, provided authors obtain any necessary permisions.

Format of submissions: Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. There are no strict guidelines – authors are requested to make their submissions look like previously published papers – especially the first page headers, etc.

Refereeing: All papers are submitted to peer-review on which decisions whether to accept, require revisions or reject are based.

Copyright Notice.  All materials published herein remain copyright of the named authors, 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, and the integrity of papers is preserved.

Acknowledgement The journal is made possible by the generous support of University of Exeter Graduate School of Education STEM Research Centre. Special thanks are due to Jo Moncur and the Research Centre director Professor Rupert Wegerif.

Editor:  Professor Paul Ernest, University of Exeter, Graduate School of Education, St Lukes, Exeter EX1 2LU, U.K.  P.Ernest @