CV, final version



PAUL ERNEST

TEACHING, PAPERS AND PUBLICATIONS

TEACHING

(a) Selected Courses Taught at Exeter (to 2006)

Doctoral Level Courses

Research methodology 1 & 2

The Psychology of Mathematics Education

The Mathematics Curriculum

Mathematics and Special Educational Needs

Mathematics and Gender

Masters Degree Level Courses

Introduction to Educational Enquiry

Mathematics and Special Educational Needs

The Mathematics Curriculum

Psychology of Learning Mathematics

The Nature of Mathematics and Equal Opportunities

Research Methodology in Mathematics Education

Postgraduate Certificate of Education (PGCE)

Mathematics Education (secondary)

Primary Mathematics Curriculum

Undergraduate Level

Y3 Mathematics Education

Y4 Mathematics Education

Y3 Research Methods course

Y3 Primary Mathematics Curriculum

EXTERNAL EXAMINING

(a) Undergraduate and postgraduate courses

External examiner for BEd (hons) Mathematics, Mauritius Institute of Education, University of Mauritius, 2003-6.

External examiner for MSc in Mathematical Education, University of the South Bank, London, 1990-94, for both written papers and dissertations.

External examiner in Primary Mathematics, Rolle Faculty of Education, University of Plymouth, 1989-92

External examiner in Primary Mathematics, Rolle College of Education, Exmouth, 1986-89.

Chief Moderator, mathematics teaching practice, Jamaican Board of Teacher Education, 1984.

Chief External Examiner in Mathematics for Primary Teacher Education Colleges in Jamaica, Belize and the Bahamas, 1982-84.

(b) Higher degrees by research

External examiner for PhD in maths education (teacher beliefs), UPM, Malaysia, 2010.

External examiner for PhD in maths education, Brunel University, 2010 (supervisor Prof. V. Koshy).

External examiner for PhD in science education, Brunel University, 2009 (supervisor Prof. G. Watts).

External examiner for PhD in mathematics education, University of Perth, Australia, 2009 (supervisor Dr P Taylor).

External examiner for PhD in mathematics education, University of Oxford, 2008 (supervisor Prof. G. Walford).

External examiner for PhD in mathematics education, University of Plymouth, 2008 (supervisor Dr. E. Graham) .

External examiner for PhD in mathematics education, Curtin University, Australia, 2005 (supervisor Dr. P. Taylor) .

External examiner for PhD in mathematics education, University of KwaZulu Natal, Republic of South Africa, 2005 (supervisor Dr. A. Lomax) .

External examiner for PhD in mathematics education, Surrey University, 2002 (supervisor Dr. L. Rogers)

External examiner for PhD in mathematics education, Manchester University, 2001 (supervisor Prof. J. Williams)

External examiner for PhD in primary mathematics education, Roehampton Institute, London, 2001 (supervisor Dr. L. Rogers)

External examiner for PhD in primary education (Meanings of the Terms Problem and Problem Solving across the School Curriculum), Deakin University, Australia, 1998 (supervisor Dr. S. Groves)

External examiner for PhD in education (Signification of African Cultural Identity … Performance in Mathematics among some Standard Nine African …Schools), University of Western Cape, South Africa, 1998 (supervisor Dr. S. Rhodes)

External examiner for PhD in philosophy of mathematics (Research Programmes, Analogy and Logic), Kings College University of London, 1995 (supervisor Prof. D. Gillies)

External examiner for PhD in mathematics education (Young Children’s Apprenticeship in Number), University of North London, 1995 (supervisor Prof. R. Merttens).

External examiner for PhD in mathematics education (Teacher Beliefs and Logo), University of London, 1994 (supervisor Prof. R. Noss).

External examiner for PhD in mathematics education (The Learning of Number in the Primary School), University of Warwick, 1992. Examiner for resubmission 1993 (supervisor Prof. D. Tall).

External examiner for PhD in mathematics education (Language and Mathematics Education), University of Southampton, 1992 (supervisor Prof. A. G. Howson).

External examiner for PhD in Mathematics Education (Constructivist Learning Theory), Curtin University, Perth, Western Australia, 1992

Invited by University of Malaya to join external examiner panel for PhDs in Mathematics Education, 1988.

POSTGRADUATE STUDENTS

(a) Supervision of Postgraduate Research Degree Students

Supervision of Research Degree Students

6 completed PhDs, 4 completed MPhil by research, 14 completed EdD theses.

Supervision of Master’s Degree Dissertations in mathematics education

Supervision of 29 MEd dissertations since 1987, including 2 at distinction level.

Internal examining: research degrees (9 PhD theses and 4 MPhil dissertations)

F. EXTERNAL RECOGNITION

(a) Fellowships

Fellow, Higher Education Academy, elected 2004

Fellow, Royal Society of Arts, elected 1996

Awarded Leverhulme Senior Research Fellowship, 1991-93. (Value 1 years full pay for s. lecturer)

Chartered Mathematician, Institute of Mathematics and its Applications, granted 1989.

Fellow, Institute of Mathematics and its Applications, elected 1986.

(c) Selected Professional Activities

Referee for NSF grants, Washington DC, USA, 2010.

External Evaluator for University research centres, University of Umea, Sweden, 2010.

Chair of evaluating panel for full professor position, HiST University College, Norway, 2009.

External Evaluator for professorship in mathematics education, Universiti Pendidikan Sultan Idris, Malaysia (University Of Education), 2007.

Referee for full professor position University of Sussex, 2006.

Referee for NSF grants for social science research centres, Washington DC, USA, 2005.

Referee for Engineering and Physical Sciences Research Council fellowship, 2005.

Referee for ESRC research proposals and research reports, 1995-2004.

Referee for full professor position Brunel University, 2003.

Reviewer for Canadian Educational Research Council grant applications (2), 2001.

External assessor for appointment in mathematics education at Queen’s University, Belfast, November 1996 and June 1997.

Academic reviewer for candidate for full professorship, University of Calgary, Canada, 1995 and 1997

Academic reviewer for candidate for full professorship, University of North York, Ontario, Canada, 1995 and 1997

Academic reviewer for senior lectureship, University of College of Swansea, 1995 and 1997

External assessor on appointment panel for senior lecturer in mathematics education at Institute of Education, London, March 1993.

Author of over 100 published reviews of book chapters and journal papers on logic, the history and philosophy of mathematics, and mathematics education for Mathematical Reviews, 1976-present.

Referee for papers submitted to 3rd British Congress of Maths Education, July 1995.

Reviewer for funded project applications in the areas of Mathematics Education, Teacher Education, and Information Technology in Education for Economic and Social Science Research Council, 1988-1995.

Referee for papers submitted to annual conference of International Group for the Psychology of Mathematics Education, 1991-1996.

Reviewer for funded project applications for Australian Council for Educational Research, 1994

Reviewer for project applications education for Nuffield Foundation, since 1994

Rapporteur on completed funded project reports for ESRC, since 1992.

Contributor to AMET Policy Statement on training of mathematics teachers, 1991.

Reviewer of submissions for publication to 12 international refereed journals.

Invited and hosted 19 international visitors to University of Exeter since 1996.

(d) Selected invitations to lecture, etc., from 2004

2004

Invited sub-plenary lecture ‘Images of mathematics’ at National Mathematics Conference, Netherlands, February 2004.

Keynote lecture ‘Reconsidering Mathematics and School Mathematics’ at Annual Education Conference organised by Ministry of Education, Seychelles, 20 August 2004.

Keynote lecture in TG 14 ‘What is the Philosophy of Mathematics Education?’, 10th International Congress of Mathematical Education, Copenhagen, 4 - 11 July 2004.

Keynote lecture in TA E ‘Research in Mathematics Education from the Perspective of Philosophy’ 10th International Congress of Mathematical Education, Copenhagen, 4 - 11 July 2004.

Paper ‘The Semiotics of Mathematical Text and Myths’, at 10th International Congress of Mathematical Education, Copenhagen, 4 - 11 July 2004.

Invited paper on ‘Ideology of Research in Mathematics Education’, at UNESCO – SAARMSTE sponsored conference on Research Methodologies in Mathematics and Science Education in Contexts of Conflict, University of Durban, South Africa, 8-13 October 2004.

2005

Keynote speaker on ‘What is Mathematics?’, at Annual Research Conference for Danish Researchers in Mathematics Education, Nyborg, Copenhagen, 20-22 January 2005.

Member of plenary panel addressing ‘History and Theory of Mathematics Education’ at biennial Conference of the European Society for Research in Mathematics Education, Barcelona, 18-21 February, 2005.

Keynote lecture ‘Research and Practice in Mathematics Education’ at Swedish National conference on mathematics education, Kalmar College, Sweden, 24-26 October 2005.

Keynote lecture ‘Paradigm Shifts in Mathematics Education’ at international Conference Mathematics Education into the 21st Century, Johor Bharu, Malaysia, 27 November - 2 December 2005.

Invited lecture ‘The Philosophy of Mathematics, Values and Kerala Mathematics’, conference on Kerala Mathematics: History and the Possibilities of Transmission, Trivandrum, India, 15-16 December 2005.

2006

Keynote speaker on ‘Mathematical Problem Solving’, at Annual Mathematics, Science And Technology Education Conference (METSMAC), Abu Dhabi, UAE, 13-16 March 2006.

Invited talk ‘Social Constructivism as a Philosophy of Mathematics’, University of Seville, March 2006.

Presentation ,’The Theory of Semiotic Systems’, University of Bielefeld, July 2006.

Lead lecture ‘Reflections on Learning Theories’, European conference on Mathematics, Science and Technology Education, University of Hamburg, 21-22 September 2006.

Keynote speaker at National conference on The Role of Mathematics in Mathematics Education Research, Norwegian National Technical University, Trondheim, 8 November 2006.

2007

Keynote speech ‘Learning Difficulties and Mathematics: Theory & Practice’, at conference Mathematics and Special Educational Needs, Special Educational Needs Association of Cyprus, Larnaca, 3-4 March 2007.

Invited speaker ‘Social Constructivism as a Philosophy of Mathematics’, Philosophy Colloquium, University of Montana, Missoula Montana, USA, 5 April 2007.

Keynote speech ‘Mathematically gifted students in the UK: An overview’ at day conference on The Mathematical Education of Gifted and Talented Students, Brunel University, London, 8 June 2007.

Keynote speech ‘What does the new philosophy of mathematics mean for mathematics education?’ at 4th East Asia Regional Conference on Mathematics Education (EARCOME 4), 18-22 June 2007 USM, Penang, Malaysia.

Keynote speech ‘Epistemology plus Values equals Classroom Image of Mathematics’ at Conference on Values in Mathematics and Science Education, 3-4 August 2007, University of Malaysia, Kuala Lumpur, Malaysia.

Invited talk ‘Epistemology plus Values equals Classroom Image of Mathematics’ at day conference on mathematics education, HiST University College, Trondheim, Norway, 5 October 2007.

2008

Keynote speech ‘Reflections on Research in Teacher Education’, Invitation Seminar, University of Oslo, 25-26 September 2008.

Keynote speech ‘What does the new philosophy of mathematics mean for mathematics education?’, Annual Conference of Hellenic Mathematical Society, Volos, Greece, 18-19 November, 2008.

2009

Keynote speech ‘What is first philosophy in mathematics education?’, Annual Conference of International Group for the Psychology of Mathematics Education (PME 33), Thessaloniki, Greece, July 2009.

2010

Invited talk at National Technical University, Trondheim, Norway, February 2010.

Keynote speech, Australian Council for Educational Research (ACER), Melbourne, Australia, August 2010.

Keynote speech, ICMER 2010 International Conference on Mathematics Education Research, Malacca, Malaysia, December 2010.

(f) Membership of Editorial Boards

International Contributing Editors board of The Montana Mathematics Enthusiast, 2005-.

Associate Editor, Bulletin of the Iranian Mathematical Society 2004-.

Appointed to editorial board of Una Empresa Docente, University of the Andes, Bogota, 1996-2003.

Appointed to editorial board of Philosophia Mathematica (Third Series), 1992-

Appointed to founding editorial board, Science and Education, 1991-96.

General editor of book series Studies in Mathematics Education, Falmer Press, since 1991. (Seventeen books in print so far.)

Founding editor of Philosophy of Mathematics Education Journal 1990. (Until 1995 Philosophy of Mathematics Education Newsletter).

G. ACADEMIC LEADERSHIP AND SERVICE

(c) National

Elected Chair of British Society for Research into Learning Mathematics, 2000.

Co-organiser of BSRLM / BERA Day Conference, University of Exeter, February 20, 2000.

Chair of research reporting session, BSRLM Day Conference, University of Bristol, 15 November 1997.

Organiser of working group on Semiotics and Mathematics Education, British Society for Research into Learning Mathematics. 1996 Nottingham, 1996 Oxford, 1997 Bristol).

Chair of research reporting session, BSRLM Day Conference, University of Nottingham, 1 March 1997.

Committee member for British Society for Research into Learning Mathematics, co-opted 1994-96.

Convenor of symposium ‘Neutrality of Mathematics’ at AMET Annual Conference, Lancaster, 1991.

Convenor of symposium on the Philosophy of Mathematics Education at First British Congress of Mathematics Education, Loughborough, July 1991.

Chair symposium ‘Philosophy of Mathematics Education’, BSRLM Conference, Bath, 1990.

Chair, The Power Trust, charitable organisation concerned with public energy issues. Funded by Rowntree Charitable Trust (£60,000), Network Foundation (£15,000) and others, 1988-97.

Organised BSRLM Day Conference, University of Exeter, October 1986.

(d) International

Organiser (with Prof B. Davis) of Symposium on Research in Mathematics Education from the Perspective of Other Disciplines (Theme E), 10th International Congress of Mathematical Education, Copenhagen, 4 - 11 July 2004.

Organiser (with 2 others) of Symposium on Philosophy of Mathematics Education (Topic group 14), 10th International Congress of Mathematical Education, Copenhagen, 4 - 11 July 2004.

Organiser of symposia on ‘Post-Structuralism in Mathematics Education’ at 18th Annual Conference of the International Group for the Psychology of Mathematics Education (PME-18), Lisbon, 1994, and at PME-19, Recife, Brazil, 1995.

Organiser of symposia on the Philosophy of Mathematics Education at PME-14, Mexico 1990; at PME-15, Italy 1991; at PME-16, New Hampshire, USA, 1992; and at PME-17, Tokyo, 1993.

Invited chair of plenary symposium ‘History of Mathematics and the Teaching of Mathematics: A Psychological Perspective’ at PME-18, Lisbon, Portugal, 29 July to 3 August, 1994.

Invited chair of two session symposium on The Philosophy of Mathematics Education at Seventh International Congress of Mathematical Education, Quebec City, August 1992.

Chair of Discussion Group on Teacher Education at International Eisenhower Symposium on Alternative Epistemologies in Education, University of Georgia, February, 1992.

Co-convenor of Mathematics Teacher Education Working Group, at PME-13, Paris 1989; at PME-14, Mexico 1990; and at PME-15, Italy 1991.

Chair of Epistemology Working Group at Critical Mathematics Education Conference, Cornell University, Ithaca, USA, October 1990.

General editor and founder, Philosophy of Mathematics Education Journal, since 1990. Distributed to 40 countries; published at Exeter University website since 1995.

General editor Studies in Mathematics Education series, Falmer Press, since 1991. Publishes international authors and distributed world-wide.

Elected member of International Committee for International Study Group for the Psychology of Mathematics Education, 1992-96. UK representative 1992-93.

PUBLICATIONS

0. Authored Books

1. 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 and Korean translations). (Cited by 852 authors on Google scholar by December 2008.)

2. Ernest, P. An Introduction to Educational Research Methodology and Paradigms, Exeter: University of Exeter School of Education, 1994: 70 pp..

3. 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. (Cited by 324 authors on Google scholar by October 2010.)

4. Ernest, P. The Philosophy of Mathematics Education, Chinese translation by J. Qi, Shanghai Academic Publishing House, 1999, pp. viii+383, with new introduction, pp. i-iv.

1. Edited Collections

5. Ernest, P. Ed. Teaching and Learning Mathematics Part 1, Perspectives 33, Exeter: Exeter University, School of Education, 1987.

6. Ernest, P. Ed. Teaching and Learning Mathematics Part 2, Perspectives 34, Exeter: Exeter University, School of Education, 1987.

7. Ernest, P. Ed. The Social Context of Mathematics Teaching, Perspectives 37, Exeter: Exeter University, School of Education, 1987.

8. 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.)

9. 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.) (Cited by 939 authors on Google scholar by October 2010.)

10. 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.)

11. Koshy, V., Ernest, P. and Casey, R. Eds. Mathematics for Primary Teachers, London: Routledge, 2000. ix+213pp. (ISBN 0415200903).

12. Ernest, P. Greer, B, & Sriraman, B. Eds. (2009) Critical Issues in Mathematics Education, Charlotte, NC, USA: Information Age Publishing.

2. Chapters in books and proceedings

13. Ernest, P. ‘Philosophy, Mathematics and Education’, in P. Preece, Ed. Philosophy and Education (Perspectives No. 28), Exeter, The University, 1987: 88-95.

14. 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.

15. 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.

16. 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.

17. Ernest, P. ‘The Role of the Microcomputer in Primary Mathematics’ in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 14-27.

18. 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.

19. Ernest, P. ‘The Impact of Beliefs on Teaching’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 249-254.

20. Ernest, P. ‘Games: A Rationale for their Use in the Teaching of Mathematics’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989:

21. Ernest, P. ‘Social and Political Values’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 197-202.

22. Ernest, P. ‘Egyptian Fractions in the Classroom’, M. Cornelius, Ed., The Best of Mathematics in School. London, Longman, 1989: 73-74.

23. Ernest, P. ‘What’s the use of Logo?’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 33-44.

24. Ernest, P. ‘The Role of the Microcomputer in Primary Mathematics’ in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London, Falmer Press, 1989: 14-27.

25. Ernest, P. ‘Games: A Rationale for their Use in the Teaching of Mathematics’, in R. Fisher, Ed. Problem Solving in Primary Schools, Oxford, Basil Blackwell, 1989, 204-211.

26. 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.

27. Ernest, P. ‘Understanding the Language of Mathematics’, in D. Wessels, Ed. The Role of Language in the Teaching and Learning of Mathematics, Pretoria, South Africa: University of South Africa, 1990, 12-115.

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. Ernest, P. ‘Problem Solving: Its Assimilation to the Teacher’s Perspective’ 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. Ernest, P. ‘Putting the Social back into Constructivism’, in D. Angelis et al. Eds (1993) Political Dimensions of Mathematics Education: Action and Critique, Cape Town, South Africa: Maskew Miller Longman, 168-174.

41. 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.

42. 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.

43. 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.

44. 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.

45. Ernest, P. ‘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.

46. 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.

47. 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.

48. 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.

49. 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.

50. Ernest, P. ‘The Impact of Beliefs on Teaching Mathematics’, in Bloomfield, A. and Harries, T. Eds (1994) Teaching and Learning Mathematics, Derby: Association of Teachers of Mathematics.

51. 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.

52. Ernest, P. ‘What’s the use of Logo?’, in Bloomfield, A. and Harries, T. Eds (1995) Teaching and Learning Mathematics with Information Technology, Derby: Association of Teachers of Mathematics.

53. 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.

54. Ernest, P. ‘Images of Mathematics, Values and Education: A Philosophical Perspective’. in D. Coben, ed. Proceedings of Second international Conference on Adults Learning Mathematics: London: Goldsmiths College 1996, pp. 1-15.

55. 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).

56. 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.

57. 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.

58. 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.

59. 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.

60. Ernest, P. ‘Prefacio do Editor’ [Editor’s Preface], Glasersfeld, E. von Constructivismo Radical, una forma de conhecer e aprender, Instituto Piaget, Lisbon, 1997, pp. 9-11.

61. 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.

62. 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.

63. 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)

64. Ernest, P. ‘Series Editors Preface’, P. Dowling, The Sociology of Mathematics Education: Mathematical Myths/Pedagogic Texts, London: The Falmer Press, 1998, pp. xiii-xv.

65. Ernest, P. ‘Recent Developments in Mathematical Thinking’, in R. Burden and M. Williams, Eds., Thinking Through the curriculum, London: Routledge, 1998, pp. 113-134.

66. 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)

67. 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, 1999, pp. 158-167 (ISBN 0 9533812 0 X).

68. 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).

69. 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).

70. 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).

71. 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).

72. 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).

73. Ernest, P. Why teach mathematics? The Justification Problem in Mathematics Education, in J. H. Jensen. M. Niss and T. Wedege, Eds., Justification and Enrolment Problems in Education Involving Mathematics or Physics, Roskilde University Press, 1998: 33-55.

74. Ernest, P. ‘Introduction to Constructivism in Mathematics Education’ in A. Engström, Ed., Mathematics and Reflection, Studentlitteratur, Lund, 1998, 21-33.

75. Ernest, P. (1998) ‘Vad är konstruktivism?’ [What is Constructivism?] , in A. Engström, Ed., Matematik och reflection, Lund: Studentlitteratur, 1998, 21-33.

76. 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.

77. 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.

78. 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.

79. 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).

80. 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.

81. 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.

82. 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).

83. 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).

84. 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).

85. 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).

86. 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).

87. Ernest, P. ‘Restoring Discipline to the Class: The New National Curriculum for Primary Mathematics Teacher Education, in Gates, P. and Cotton, T. Eds. (1999) Mathematics Education and Society, Gates, P. Ed. Mathematics Education and Society (Second revised Edition), Nottingham: University of Nottingham School of Education, pp. 238-257 (ISBN 0 9533812 0 X).

88. Ernest, P. ‘The Teaching and Learning of Mathematics’, in Koshy, V., Ernest, P. and Casey, R. Eds. Mathematics for Primary Teachers, London: Routledge, 2000: pp. 3-20. (ISBN 0415200903).

89. Ernest, P. ‘Why teach mathematics?’, in Bramall, S. and White, J. Eds. Why Learn Maths? London: Bedford Way Papers, 2000: pp. 1-14. (ISBN 0854736174)

90. Ernest, P. ‘Series Editor’s Preface’, J. Evans, Adults' Mathematical Thinking and Emotions, Studies in Mathematics Education Series 16, London and Philadelphia: RoutledgeFalmer Press, 2000, pp. xiv-xv (ISBN 0-7507-0912-X).

91. Ernest, P. ‘Series Editor’s Preface’, L. P. Steffe and P. W. Thompson, Eds. Radical Constructivism in Action, Studies in Mathematics Education Series 15, London and Philadelphia: RoutledgeFalmer Press, 2000, pp. ix-x (ISBN 0-7507-0989-8).

92. Ernest, P. (2001) ‘Forms of Knowledge in Mathematics and Mathematics Education: Philosophical and Rhetorical Perspectives’, Tirosh, D., Ed., Forms of Mathematical Knowledge Learning and Teaching with Understanding, Dordrecht: Kluwer Publishers, 125-143. (ISBN 0-7923-5995-X)

93. Ernest, P. ‘Empowerment in Mathematics Education’, in Wong, K. Y., Tairab, H. T. and Clements, M. A., Eds. (2001) Energising Science, Mathematics and Technical Education For All, Brunei: Universiti Brunei Darussalam, 123-137. (ISBN: 99917-1-063-9)

94. Ernest, P. (2001) ‘Critical Mathematics Education’, in Gates, P., Ed. Issues in Mathematics Teaching, London: Routledge/Falmer, 2001, 277-293. (ISBN: 0-415-23864-1)

95. Ernest, P. (2001) ‘Introduction’, in Goodchild, S. Students' Goals: A Case Study of Activity in a Mathematics Classroom, Oslo: Caspar Forlag, 2001, pp 7-9. (ISBN: 82-90898-29-0)

96. Ernest, P. (2001) ‘Constructivism’, in Grinstein L. S. and Lipsey, S. J. Eds., Encyclopedia of Mathematics Education, New York and London: RoutledgeFalmer, 145-148 (ISBN: 0-8153-1647-X).

97. Ernest, P. (2001) ‘Spiral learning’, in Grinstein L. S. and Lipsey, S. J. Eds., Encyclopedia of Mathematics Education, New York and London: RoutledgeFalmer, 669-670 (ISBN: 0-8153-1647-X).

98. Ernest, P. (2003) 'The Epistemic Subject in Mathematical Activity’, in Anderson, M, Saenz-Ludlow, A. Zellweger, S and Cifarelli, V. V. Eds. Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing, New York, Ottawa and Toronto: Legas Publishing, 81-106. (ISBN: 1894508394)

99. Ernest, P. (2003) 'The Mathematical Attitudes, Beliefs and Ability of Students’, in LTSN Maths Team, Eds. Maths for Engineering and Science, Birmingham: LTSN (Learning And Teaching Support Network) Maths, Stats & OR Network, University of Birmingham: 4-5 (ISBN 07044 2374X)

100. Ernest, P. (2004) ‘Postmodernism and the Subject of Mathematics’ in Walshaw, M., Ed. Mathematics Education within the Postmodern, Greenwich, CT: Information Age Publishing: pp. 15-33. (ISBN 1-59311-130-4)

101. Ernest, P. (2004) ‘Relevance Versus Utility: Some ideas on what it means to know mathematics’, Clarke, B., Clarke, D.M., Emanuelsson, G., Johansson, B., Lambdin, D.V., Lester, F.K., Wallby, A., and Wallby, K. Eds. International Perspectives on Learning and Teaching Mathematics. Göteborg: National Center for Mathematics Education, 2004, pp. 313-327 (ISBN no. 91-85143-01-4)

102. Ernest, P. (2004) ‘Postmodernity and social research in mathematics education’, Valero, P. and Zevenbergen, R., Eds. Researching the Socio-political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology, Dordrecht: Kluwer, 2004 (pp. 65-84). ISBN 1402079141

103. Knoll, E. and Ernest, P. (2004) 'Experiencing research practice in pure mathematics in a teacher training context', Hoines, M. J. and Fuglestad, A. B., Eds., Proceedings of The 28th International Conference of the International Group for the Psychology of Mathematics Education (Bergen, Norway 14–18 July 2004), Bergen, Bergen University College, 2004, Vol. 3, 161-168. ISBN 0771100X

104. Ernest, P. (2004) ‘Images of mathematics, values and gender: a philosophical perspective’, in B. Allen and S. Johnston-Wilder (Eds.) Mathematics education: exploring the culture of learning, London: Routledge, 2004: 11-25.

105. Ernest, P. (2005) 'Scientific Knowledge: Philosophy and Science of Education’ in Restivo, S. Ed. Science, Technology, and Society: An Encyclopedia, New York: Oxford University Press, 2005: pp 513-517. (ISBN13: 978-0-19-514193-1, ISBN10: 0-19-514193).

106. Ernest, P. (2005b) 'Agency and Creativity in the Semiotics of Learning Mathematics’, Hoffmann, M., Lenhard, J. and Seeger, F., Eds, Activity and Sign – Grounding Mathematics Education, New York, Springer, 2005: 23-34.

107. Ernest, P. ‘What might knowing maths mean?’, in F. A. Rosamond and L. Copes, Eds. (2006) Educational Transformations: Changing our lives through mathematics, Bloomington, Indiana: Indiana University Press, 436-450.

108. Ernest, P. ‘Relevans och Nytta’, [Relevance and Need] in J. Boeson, G. Emanuelsson, A. Walby and K. Walby, Eds. (2006) Lara och undervisa matematik internationella perspectiv, University of Göteborg: National Centre for Mathematics Education, 165-178. (ISBN 91-85143-05-7).

109. Ernest, P. (2005) ‘Forward', Singh, P. and Lim, C. S., Eds. (2005) Improving the Teaching and Learning of Mathematics: from Research to Practice, Kuala Lumpur: UiTM (Malaysian University of Technology), 3-7.

110. Ernest, P. (2005).Scientific Knowledge: Philosophy and Science of Education. In S. Restivo (Ed.) Science, Technology, and Society: An Encyclopedia, Oxford: Oxford University Press, 112-119. (ISBN-10: 0-19-514193-8, ISBN-13: 978-0-19-514193-1)

111. Ernest, P. (2008) 'Epistemological Issues in the Internationalization and Globalization of Mathematics Education', Atweh, B.; Calabrese Barton, A.; Borba, M. C.; Gough, N.; Keitel, C.; Vistro-Yu, C.; Vithal, R., Eds., (2008) Internationalization and Globalization in Mathematics Education, New York: Springer: 19–38. ISBN: 978-1-4020-8790-5

112. Ernest, P.. 'Opening the mathematics text: What does it say?’, E. de Freitas and K. Nolan, Eds. (2007) Opening the research text: Critical insights and in(ter)ventions into mathematics education, Continuum International Publishing Group.

113. Ernest, P.. 'Globalization, Ideology and Research in Mathematics Education’, in M. Setati, R. Vithal, R., C. Malcolm and R. Dhunpath, Eds. (2009) Researching Possibilities in Mathematics, Science and Technology Education, New York, USA: Nova Science Publishers, Inc, pp.3-36.

114. Ernest, P.. ‘New philosophy of mathematics: implications for mathematics education’, B. Greer, S. Mukhopadhyay, A. B. Powell and S. Nelson-Barber, Eds., (2009). Culturally Responsive Mathematics Education, New York, NY, USA: Routledge, pp.43-64.

115. Ernest, P. (2009) 'Globalization, Ideology and Research in Mathematics Education’, Ernest, P. Greer, B, & Sriraman, B. Eds. (2009) Critical Issues in Mathematics Education, Charlotte, NC, USA: Information Age Publishing, 67-110.

116. Ernest, P. (2009) 'The Philosophy of Mathematics, Values and Keralese Mathematics’, Ernest, P. Greer, B, & Sriraman, B. Eds. (2009) Critical Issues in Mathematics Education, Charlotte, NC, USA: Information Age Publishing, 189-204.

117. Ernest, P. (2009) 'Values and the Social Responsibility of Mathematics’, Ernest, P. Greer, B, & Sriraman, B. Eds. (2009) Critical Issues in Mathematics Education, Charlotte, NC, USA: Information Age Publishing, 207-216.

118. Ernest, P., Greer, B., Sriraman, B. (2009). Agency in Mathematics Education. In P. Ernest, B. Greer & B. Sriraman (Eds). Critical Issues in Mathematics Education (pp. ix-xvi). Information Age Publishing, Charlotte, NC, 2009.

119. Ernest, P. (2010) ‘The scope and limits of critical mathematics education’, Helle Alrø, Ole Ravn and Paola Valero (Eds.) Critical Mathematics Education: Past, Present and Future, Netherlands: Sense Publishers, 2010, pp. 65-88.

120. Ernest, P. (2010) ‘The dialogical nature of mathematics’, A. J. Bishop, Ed., (2010) Mathematics Education, London: Routledge, Vol. 4, pp. 243-257.

3. Papers in journals

121. Ernest, P. ‘A Critique of Some Formal Theories of Meaning’, British Journal for the Philosophy of Science 26, 1975: 319-330.

122. 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.

123. Ernest, P. ‘Egyptian Fractions in the Classroom’, Mathematics in School 66, 1981: 19-20.

124. Ernest, P. ‘Mathematical Induction: A Recurring Theme’, 32 Mathematical Gazette 66 (436) 1982: 120-125.

125. Ernest, P. ‘Thinking of a Funny Line’, Mathematical Education for Teaching 4 (2) 1983: 30-40.

126. Ernest, P. ‘Mental Images’, Mathematics Teaching 103, 1983: 2-3.

127. Ernest, P. ‘Two Cubed is Eight’, Mathematics in School 12 (4) 1983: 34.

128. Ernest, P. ‘Base Numbers and Noble Metals’, Mathematics in School 12 (5) 1983: 15-16.

129. Ernest, P. ‘Mathematical Induction : A Pedagogical Discussion’, Educational Studies in Mathematics 15, 1984: 173-189.

130. Ernest, P. ‘CXC Mathematics : A Caribbean Innovation in Assessment’, Educational Studies in Mathematics 15, 1984: 397-412.

131. Ernest, P. ‘Two Thoughts on Equivalence Relations’, Mathematical Gazette 68 (444) 1984: 122-124.

132. Ernest, P. ‘Integration within the Mathematics Curriculum’, International Journal For Mathematical Education in Science and Technology 15 (5) 1984: 631-642.

133. Ernest, P. ‘Teaching in Jamaica’, Mathematics Teaching 106, 1984: 34-35.

134. Ernest, P. ‘Introducing the Concept of Probability’, The Mathematics Teacher 77 (7) 1984: 524-525.

135. Ernest, P. ‘Investigations’, Teaching Mathematics and its Applications 3 (3) 1984: 80-86.

136. Ernest, P. ‘Small Group Work’, Teaching Mathematics and its Applications 4 (1) 1985: 7-10.

137. 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.

138. Ernest, P. ‘Equivalence Relations: a Unifying Topic’, CASTME Journal 5 (3) 1985: 12-16.

139. Ernest, P. ‘Comments on Journals and Problems’, For the Learning of Mathematics 5 (3) 1985: 22-24.

140. Ernest, P. ‘The Number Line as a Teaching Aid’, Educational Studies in Mathematics 16, 1985: 411-424.

141. Ernest, P. ‘Special Educational Needs in Mathematics’, CASTME Journal 6 (1) 1985: 22-28.

142. Ernest, P. ‘Fraction Difficulties’, Mathematics Teaching 112, 1985: 22.

143. Ernest, P. ‘The Philosophy of Mathematics and Mathematics Education’, International Journal for Mathematical Education in Science and Technology 16 (5) 1985: 603-612.

144. Ernest, P. ‘Social and Political Values’, Mathematics Teaching 116, 1986: 16-18.

145. Ernest, P. ‘Computer Gaming for the Practice of Transformation Geometry Skills’, Educational Studies in Mathematics 17 (2) 1986: 205-207.

146. Ernest, P. ‘Statistics and the Media’, Mathematics in School 15 (3) 1986: 14-15.

147. 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.

148. Ernest, P. ‘Games: A Rationale for their Use in the Teaching of Mathematics’, Mathematics in School 15 (1) 1986: 2-5.

149. Ernest, P. ‘Mental Number Line Images’, Teaching Mathematics and its Applications 5 (1) 1986: 1-5.

150. 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.

151. Ernest, P. ‘What is Mathematics?’, CASTME Journal 6 (2) 1986: 1-5.

152. Ernest, P. ‘Games’, Teaching Mathematics and its Applications 5 (3) 1986: 97-102.

153. Ernest, P. ‘A Model of the Cognitive Meaning of Mathematical Expressions’, British Journal of Educational Psychology 57, 1987: 343-370.

154. Ernest, P. ‘Introducing Investigational Work’, Micromath 3 (1) 1987: 30-31.

155. Ernest, P. ‘Training Mathematics Teachers at a Distance’, Open Learning 2 (2), 1987: 32-35.

156. Ernest, P. ‘The Aha Experience’, Mathematics in School 16 (1) 1987: 10-11.

157. Ernest, P. ‘Understanding the Language of Mathematics’, CASTME Journal 7 (2) 1987: 10-15.

158. Ernest, P. and Galvin, S. ‘Using SMP 11-16 with Low Attainers’, Mathematics in School, 16 (4) 1987: 11-14.

159. Ernest, P. ‘The Mathematics Department : An Analysis of Five Case Studies’, School Organisation, 12 (2) 1988: 143-159.

160. 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.

161. 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.

162. Ernest, P. ‘An Area Workshop and the General Concept of Measurement’, Mathematical Education for Teaching, 5 (1) 1988: 1-19.

163. Ernest, P. ‘Mathematical Values: A Personal Experience’, Mathematical Education for Teaching, 5 (1) 1988: 40-43.

164. Ernest, P. ‘The mathematics department’, International Journal of Mathematical Education in Science and Technology, 19 (1) 1988: 25-39.

165. Ernest, P. ‘What’s the use of Logo?’, Mathematics in School, 17 (1) 1988: 16-20.

166. Ernest, P. ‘The problem solving approach to mathematics’, Teaching Mathematics and its Applications, 7 (2) 1988: 82-92.

167. 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.

168. Ernest, P. ‘The Role of the Microcomputer in Primary Mathematics’ Mathematics in School, 18 (2) 1989: 8-12.

169. Ernest, P. ‘The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A Model’, Journal of Education for Teaching, 15 (1) 1989: 13-33.

170. Ernest, P. ‘Head of the Secondary School Mathematics Department: A Demanding Role’, School Organisation, 9 (3) 1989: 319-337.

171. Ernest, P. ‘The Role of the Microcomputer in Primary Mathematics’ MICROSCOPE, 26, 1989: 7-14.

172. Ernest, P. ‘Philosophy, Mathematics and Education’, International Journal of Mathematical Education in Science and Technology, 20 (4) 1989: 555-559.

173. Ernest, P. ‘The psychology of teaching mathematics: A conceptual framework’, Mathematical Education for Teaching 6 (1) 1989: 21-55.

174. 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).

175. Ernest, P. ‘Unified mathematics education in Britain: a force to be reckoned with?’, Mathematics Teaching, 135, 1991, 36-39.

176. Ernest, P. ‘Mathematics Teacher Education and Quality’ Assessment and Evaluation in Higher Education, 16 (1), 1991, 56-65.

177. Ernest, P. ‘Does it Need Revising?’ Mathematics Teaching. 136, 1991, 16-18.

178. Ernest, P. ‘Lets integrate British mathematics education into a whole that counts’, Mathematics in School, 20 (4), 1991, 28-30.

179. Ernest, P. ‘Post-Modernism in Mathematics and Mathematics Education’, Philosophy of Mathematics Education Newsletter, No. 3, 1991, 8-12.

180. Ernest, P. ‘Does the National Curriculum in Mathematics Need Revising?’, Research Intelligence, 41, 1991, 49-50.

181. 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.

182. Ernest, P. ‘L’Impatto del Modeli Mentali sull’Insegnamento della Matematica’ [The Impact of Beliefs on Teaching Mathematics] in L’Educazione Matematica, 3 (2), 1992, 65-70. ‘

183. Ernest, P. ‘Epistemological Empowerment!’, Mathematics Teaching, No. 139, 1992, 27-28.

184. Ernest, P. ‘Are there Revolutions in Mathematics?’, Philosophy of Mathematics Education Newsletter, Nos. 4&5 (double issue), 1992, 14-18.

185. 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.

186. Ernest, P. ‘The Nature of Mathematics: Towards a Social Constructivist Account’, Science and Education, 1 (1), 1992, 89-100.

187. Ernest, P. ‘Philosophy of Mathematics Education Topic Group at ICME, Philosophy of Mathematics Education Newsletter, 1992: 6, 2-7.

188. Ernest, P. ‘Reflections on Ethnomathematics Discussion’ Philosophy of Mathematics Education Newsletter, 1992: 6, 18-21.

189. 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.

190. Ernest, P. ‘A note concerning Irving H. Anellis ‘Distortions and discontinuities of mathematical progress’, Philosophica, 1992: 50 (2), 123-125.

191. 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.

192. Ernest, P. ‘How Mathematicians Work and the Philosophy of Mathematics’, How Mathematicians Work Newsletter, 1993: 3, 4-6.

193. Ernest, P. ‘Are there Revolutions in Mathematics?’, Humanistic Mathematics Journal, 8, 1993: 63-65.

194. Ernest, P. ‘Constructivism, The Psychology of Learning, and the Nature of Mathematics: Some Critical Issues’ in Science and Education, 2 (2), 1993, 87-93.

195. Ernest, P. ‘Metaphors for Mind and World’, CHREODS 6, 1993, 3-10.

196. Ernest, P. ‘Varieties of Constructivism: their Metaphors, Epistemologies and Pedagogical Implications’, Hiroshima Journal of Mathematics Education 2, 1994, 1-14.

197. Ernest, P. ‘A Critical Mathematics Education is Critical of both Mathematics and Education’, Social Issues in Mathematics Education Newsletter (Australia) 1, 1994, 2-4.

198. Ernest, P. ‘The Nature of Mathematics: Towards a Social Constructivist Account’, Epistemologia, 17, 1994, 179-196.

199. Ernest, P. ‘Author Response: The Philosophy of Mathematics Education’, Social Epistemology, 8(2) 1994, 151-161.

200. 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.

201. Ernest, P. ‘Constructivism: Which form provides the most adequate theory of mathematics learning?’, Journal für Mathematik Didactik, 15 (3/4) 1994, 327-342.

202. Ernest, P. ‘The Philosophy of Mathematics Education’ and ‘The Politics of Curriculum Reform’, Nämnaren, 20(1): 1994, 1-5.

203. Ernest, P. ‘The Political Dimensions of Mathematics Education’, Science Education Newsletter, 118, 1995, 1-3.

204. Ernest, P. ‘How Mathematicians Work and the Science of Mathematics: Response to David Wells’, How Mathematicians Work Newsletter, 5, 1995, 13-14

205. 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.

206. Ernest, P. ‘Editorial: Criticism and the Growth of Knowledge’, Philosophy of Mathematics Education Newsletter, 8, 1995, 2-4.

207. Ernest, P. ‘Discussion Theme: The Discipline of Noticing’, Philosophy of Mathematics Education Newsletter, 8, 1995, 4-8.

208. Ernest, P. ‘Calculators in the Primary School’ Education Today No. 11, March 1996, 1-2.

209. Ernest, P. ‘The Negative Influence of ‘Progressive’ Ideas on School Mathematics’ Mathematics In School, Vol. 25, No. 2, March 1996, 6-7.

210. Ernest, P. and Almeida, D. ‘Editorial: Teaching and the Nature of Mathematics’, The Philosophy of Mathematics Education Journal, No. 9, November 1996, 1-4.

211. Ernest, P. ‘The nature of mathematics and teaching’, Philosophy of Mathematics Education Journal 9, 1996, pp. 46-53.

212. Ernest, P. The Legacy of Lakatos: Reconceptualising the Philosophy of Mathematics, Philosophia Mathematica, Vol. 5, No. 2, 1997, 116-134.

213. 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.

214. Almeida, D. and Ernest, P. ‘Selecting a Scheme’, Primary School Manager Maths Supplement, November/December 1997, 5-11.

215. 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.

216. Ernest, P. ‘Introduction: Semiotics, Mathematics and Mathematics Education’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 3-5.

217. Ernest, P. ‘Texts and the Objects of Mathematics’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 39-46.

218. 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.

219. 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.

220. Ernest, P. Response to 'Commentary on Dehaene' by George Lakoff’, The Philosophy of Mathematics Education Journal, No. 10 (1997) pp. 120-123.

221. Ernest, P. Mathematical activity and rhetoric: a semiotic analysis of an episode of mathematical activity, in Pythagoras, No. 45 (1998) pp. 6-10.

222. 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., 1998, Reston, Virginia: National Council of Teachers of Mathematics, pp. 22-39 (ISBN 0-87353-459-X).

223. Ernest, P. ‘History of mathematics in teaching, Mathematics In School, Vol. 27, No. 4, (1998), pp. 25-31.

224. Ernest, P. (1999) ‘Editorial’, Philosophy of Mathematics Education Journal, no. 11, 1999: pp. 2-7.

225. 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.

226. Lim C. S. and Ernest, P. (1999) ‘Public Images of Mathematics’, Philosophy of Mathematics Education Journal, no. 11, 1999: 43-55.

227. Ernest, P. (1999) ‘Is mathematics discovered or invented?’, Philosophy of Mathematics Education Journal, no. 12, 1999: 9-13. Web journal at:

228. Ernest, P. (1999) ‘What is social constructivism in the psychology of mathematics education?’, Philosophy of Mathematics Education Journal, no. 12, 1999: 47-56. Web journal at:

229. Ernest, P. (1999) ‘Forms of Knowledge in Mathematics and Mathematics Education: Philosophical and Rhetorical Perspectives’, Educational Studies in Mathematics, 38 (1-3): 67-83. (ISSN 0013-1954)

230. Ernest, P. (2000) ‘Whitehead and the Implications of the Process Metaphor for Mathematics’, Interchange, 31, 2-3, 225-241.

231. Ernest, P. (2002) ‘Empowerment in Mathematics Education’, Philosophy of Mathematics Education Journal, no. 15, March 2002: 3-13. Web journal at:

232. Ernest, P. (2002) ‘Introducing “Speaking with a Boneless Tongue’, Philosophy of Mathematics Education Journal, no. 16, July 2002: 2-9. Web journal at:

233. Ernest, P. (2003) ‘Conversation as a Metaphor for Mathematics and Learning’ Philosophy of Mathematics Education Journal, issue number 17, 6pp.

234. Ernest, P. (2003) ‘Why teach mathematics?' Nieuwe Wiskrant, 23(2), 12-16.

235. Ernest, P. (2004) ‘Nominalism and Conventionalism in Social Constructivism’, Philosophica 74: 3-29.

236. Ernest, P. (2004) ‘What is the Philosophy of Mathematics Education?’ Philosophy of Mathematics Education Journal, issue number 18, 17pp. .

237. Ernest, P. (2004).Son las matematicas descubiertas o inventadas? [Is mathematics discovered or invented?] Revista de Didactica de las Matematicas 37(2), 25-31.

238. Ernest, P. (2004).La Conversacion como una metafora para las matematicas.[Conversation as a metaphor for Mathematics] Revista de Didactica de las Matematicas 37(2), 81-91.

239. Ernest, P. (2005) ‘What are the aims of teaching mathematics?’ Mathematics In School, Mathematics in School 34(1) 28-29.

240. Ernest, P. (2006) 'A Semiotic Perspective of Mathematical Activity: The Case of Number ', Educational Studies in Mathematics, Vol. 61: 67-101. (DOI 10.1007/s10649-006-6423-7).

241. Ernest, P. (2006) ‘Nominalism and Conventionalism in Social Constructivism’, The Philosophy of Mathematics Education Journal 19, .

242. Ernest, P. (2006) ‘Reflections on theories of learning’, Zentralblatt für Didaktik der Mathematik, Vol. 38 No. 1: 3-8. (ISSN 1615-679X)

243. Ernest, P. (2007) ‘Questioning the Gender Problem in Mathematics’, The Philosophy of Mathematics Education Journal 20. (ISSN 1465-2978) (11pp)

244. Ernest, P. (2007) ‘The Philosophy of Mathematics, Values, and Kerala Mathematics’, The Philosophy of Mathematics Education Journal 20. (ISSN 1465-2978) (13pp)

245. Ernest, P. (2007) ‘Why Social Justice?’, The Philosophy of Mathematics Education Journal 21. (ISSN 1465-2978) (5pp)

246. Ernest, P. (2007) ‘Mathematics Education Ideologies and Globalization’, The Philosophy of Mathematics Education Journal 21. (ISSN 1465-2978) (33pp)

247. Ernest, P. (2007) ‘Values and the Social Responsibility of Mathematics’, The Philosophy of Mathematics Education Journal 22. (ISSN 1465-2978) (11pp)

248. Ernest, P. (2008) ‘Towards a Semiotics of Mathematical Text (Part 1)’, For the Learning of Mathematics, Vol. 28, No. 1, 2008: 2-8.

249. Ernest, P. (2008) ‘Towards a Semiotics of Mathematical Text (Part 2)’, For the Learning of Mathematics, Vol. 28, No. 2, 2008: 39-47.

250. Ernest, P. (2008) ‘Towards a Semiotics of Mathematical Text, Part 3’, For the Learning of Mathematics, Vol. 28, No. 3, 2008.

251. Ernest, P. (2008) ‘Epistemology Plus Values Equals Classroom Image of Mathematics’, The Philosophy of Mathematics Education Journal 23. (ISSN 1465-2978) (12pp)

252. Ernest, P. (2008) ‘John Ernest, A Mathematical Artist’, The Philosophy of Mathematics Education Journal 24. (ISSN 1465-2978) (10pp)

253. Koshy, V, Ernest, P. and Casey, R. (2009) Mathematically Gifted and Talented Learners: Theory and Practice, International Journal for Mathematical Education in Science and Technology, Vol. 40 (2009), No. 2: pp. 213-228.

254. Ernest, P. (2010) ‘Mathematics and Metaphor, A Response to Mowat & Davis’, Complicity: An International Journal of Complexity and Education, Vol. 7 (2010), No. 1: pp. 98-104.

255. Ernest, P. (2010) ‘Add it up: why teach mathematics?’ Professional Educator, 9 (2), June 2010, pp. 44-47

256. Ernest, P. (2010) ‘The scope and limits of critical mathematics education’, The Philosophy of Mathematics Education Journal 25. (ISSN 1465-2978) (22pp).

257. Ernest, P. (2010) ‘What is the Philosophy of Mathematics Education?’(Serbian translation) IMO, (Banja Luka, Bosnia and Herzegovina), Vol. 2, No. 2 (2010), pp. 11-20.

5. Book reviews

258. Review of ‘Proofs and Refutations’ by I. Lakatos (CUP), Mathematical Reviews, 1978.

259. Review of ‘Philosophical Papers (2 Vols)’ by I. Lakatos (CUP), Mathematical Reviews, 1979.

260. Review of ‘Remarks on the Foundations of Mathematics’ (2nd ed.) by L. Wittgenstein (MIT), Mathematical Reviews, 1979.

261. Review of ‘Wittgenstein’s Lectures on the Foundations of Mathematics’ by C. Diamond (Cornell), Mathematical Reviews, 1980.

262. Review of ‘Strict Finitism’ by C. Kielkopf (Mouton), Mathematical Reviews, 1980.

263. Review of ‘Wittgenstein’s philosophy of mathematics’ by V. Klenk (Nijhoff), Mathematical Reviews, 1981.

264. Review of ‘Wittgenstein on the Foundations of Mathematics’ by C. Wright (Duckworth), Mathematical Reviews, 1983.

265. Review of ‘Philosophical and Mathematical Correspondence’ by G. Frege (Chicago), Mathematical Reviews, 1985.

266. Review of ‘Teaching and Learning Mathematics’ by P. Dean, Mathematical Gazette, 1986.

267. ‘Piaget’s epistemology and the social practice of mathematics’ (Review of Y Solomon, ‘The Practice of Mathematics’, Routledge, 1989), British Journal of Educational Psychology, 59, 1989: 266-270.

268. Review of W. Tomic and P. C. Van Der Sijde, ‘Changing Teaching for Better Learning’, Research Intelligence, 35, 1990: 34.

269. 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.

270. 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.

271. ‘What’s in a title?’, Review of B. Greer et al. ‘Recent Developments in mathematics education’, Mathematics Teaching, 134, 1991, 54.

272. Review of ‘Evaluation and Assessment in Mathematics Education’ edited by D. Robitaille (UNESCO), Mathematical Gazette, 75 (473), 1991, 66.

273. Review of G. Saxe, ‘Culture and Cognitive Development’, British Journal of Educational Psychology, 61, 1991: 384- 385.

274. Review of J. Costello, ‘Teaching and Learning Mathematics: 11- 16’, Research Intelligence, 41, 1991: 58-59.

275. Review of M. Tiles, ‘Mathematics and the Image of Reason’, Routledge, 1991, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 23-24.

276. Review of S. Fuller, ‘Social Epistemology’, Indiana University Press, 1988, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 24-25.

277. Review of D. Gillies, ‘Revolutions in Mathematics’, Clarendon Press, 1992, The Philosophy of Mathematics Education Newsletter, No. 6, 1992, 25-26.

278. Review of D. Bloor, Knowledge and Social Imagery, second edition, in Philosophia Mathematica (Third Series), 1993: 1, 88-90.

279. Review of J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation, British Journal of Educational Psychology, 1993: 63, 192-193

280. Review of L. P. Steffe, Ed., ‘Epistemological Foundations of Mathematical Knowledge’, British Journal of Educational Psychology, 1993: 63 (2) 373-374.

281. Review of D. W. Jardine, ‘Speaking with a Boneless Tongue’, Makyo Press, 1992, The Philosophy of Mathematics Education Newsletter, No. 7, 1994, 21-22.

282. 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.

283. 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.

284. 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.

285. 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.

286. 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.

287. 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.

288. Review of R. Hersh, What is Mathematics, Really?, Jonathon Cape, 1997, ISBN 0-224-04417-6, in Times Higher Educational Supplement.

289. Review of B. Larvor, Lakatos, an introduction, Routledge, 1998, ISBN 0-415-14275-X, Philosophia Mathematica, Vol. 7, No. 2, 1999: 223-230.

290. Review of B. Rotman, Mathematics as sign: writing, imagining, counting Stanford University Press, 2000, Philosophia Mathematica, Vol. 9 (2001), No. 3, 376-378.

291. Review of Page, C. 'Symbolic mathematics and the intellect militant: on modern philosophy's revolutionary spirit' Journal of the History of Ideas 57 (1996), no. 2, 233-253. Mathematical Reviews, 2000i: 00A30 (00013). (1 page)

292. Review of Glas, E. 'Thought-experimentation and mathematical innovation' Studies in the History and Philosophy of Science 30 (1999), no. 1, 1-19. Mathematical Reviews, 2000a: 00A30 (00002). (2 pages)

293. Review of E. Fennema, and B. Scott Nelson, Eds., Mathematics Teachers in Transition, Laurence Erlbaum Associates, 1997, ISBN 0-8058-2583-5, British Journal of Educational Psychology, 2001. (3 pages)

294. Review of J. Kadvany, Imre Lakatos and the Guises of Freedom, Duke University Press, 2001, ISBN 0822326493, Mathematical Reviews, 2002a: 00A30 (00012) (2 pages)

295. Review of E. Wenger Communities of Practice: Learning, Meaning and Identity, (CUP 1998), British Journal of Educational Psychology, 2002. (4 pages)

7. General editorship

General and founding editor of book series: Studies in Mathematics Education, Falmer Press, since 1990. Volumes published no. 1 (1991), nos. 2-5 (1994), no. 6 (1995), no. 7 (1997), nos. 8-10 (1998), nos. 9-14 (1999), 2 more titles in press.

Founding editor of Philosophy of Mathematics Education Journal, 1990. Editor of issues number 1 (1990), 6 (1993) though to 25 (2010), accessed via < >.

8. Working papers and other publications

296. Ernest, P. Introducing Geometry into the Primary School, Jamaica, Mathematical Association of Jamaica, 1983: 8pp. (& 2nd revised edition 1984).

297. Ernest, P. Teaching Mathematics: A Distance Education Course, Kingston, Jamaica: University of the West Indies, 1985: 382pp.

298. Ernest, P. ‘Investigations on a Chess board’, Plus Magazine 1 (6) 1987: 3-6.

299. Ernest, P. Ed. Recent Developments in Primary Mathematics: A Course Reader, Exeter, The University, 1989: 145pp.

300. Ernest, P. The National Curriculum in Mathematics: Does it Need Revising?, Occasional paper 1, University of Exeter School of Education, 1991, 6pp.

301. Ernest, P. A Bibliography of Mathematics Education, Exeter: University of Exeter School of Education, 1991: 87 pp. (Second revised and expanded edition, published electronically, 1996: 135 pp.)

302. Ernest, P., Jennings, S. and Price, N. Professional Mathematics: Aims, Knowledge and Competences, Working paper, University of Exeter School of Education, 1993, 6pp.

303. Ernest, P., Nash, P. and Pepper, J. Public Perceptions of Teacher Education, Occasional paper 2, University of Exeter School of Education, 1992, 15pp.

304. Ernest, P. A Social Constructivist Theory of Mathematics, Final Report to the Leverhulme Trust on a Senior Research Fellowship, 1993.

305. Ernest, P. Number Crunch, The Education Guardian, 3 January 1995

306. Ernest, P. New angles on old rules, Times Higher Educational Supplement, 6 September 1996.

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