Philosophy of Mathematics Education Journal
No. 40 (June 2023)

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

Founding Editor: Paul Ernest

Special Issue: Seeing Self-Based Methodology Through a Philosophical Lens
Guest Editors
Signe E. Kastberg, Elizabeth Suazo-Flores, Melva Grant & Olive Chapman



Elizabeth Suazo-Flores, Signe E. Kastberg, Melva Grant, & Olive Chapman  Commentary on the Special Issue
Courtney K. Baker and Katherine Comey Edwards  Embedding Photovoice to Transform a Mathematics Specialist Course Assignment: A Self-Study on Developing Mathematics Teacher Educator Anti-Racist Pedagogical Praxis
Rebecca S. Borowski and Kathryn M. Rupe  Can We Figure This Out Together? Surfacing Beliefs Through Collaborative Planning
Sara Donaldson, Robin Keturah Anderson, Courtney K. Baker, Melissa Troudt, and Dawn M. Woods  Stuck in Our Whiteness: The Power of Student Feedback for Perspective-Taking Within Collaborative Self-Study
Alyson E. Lischka, Natasha Gerstenschlager, and Jennifer Webster  Dismantling Traditional Structures of Assessment Practice: Self-Study as a Path to Understanding Alternative Assessment Systems
José Martínez-Hinestroza  Drawn Onward: Symmetry as Pedagogical Imagination in Critical Mathematics Teacher Education
Aubrey Neihaus and Scott Kaschner  Intellectual Curiosity, Conflict Management, and Mutual Respect in an Interdisciplinary Collaboration
Joy A. Oslund  Getting Real: An Autoethnography on Becoming an Elementary Mathematics Teacher Educator
Jennifer Ward, Eugenia Vomvoridi-Ivanovic, and Sarah vanIngen Lauer  Unearthing the Knowledge of Mathematics Teacher Educator Mothers: Journeying From Dehumanization to Power

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. The editorial hand is used very lightly.  This is an international refereed journal which aims to stimulate the sharing of ideas for no reason other than an interest in these ideas and love of discussion among its contributors and readers. Please send any items for inclusion to the editor as a virus-checked attachment in MS Word or compatible formats. Many types of item are welcome including papers, short contributions, letters, discussions, provocations, reactions, or reviews. Graduate students are warmly invited to submit 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.

Format of submissions: See the attached Format Guide

Refereeing: All papers are submitted to peer-review on which basis the decision is made whether to accept, require revisions or reject.

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.

Special Issue.  If you and/or colleagues would like to edit a special issue on a theme relevant to some aspect of philosophy of mathematics education please contact the founding editor with your idea or informal proposal. Normally we would want at least 6-8 papers on the theme of the special issue.

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 Jane Tanner.

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