CV, final version



PAUL ERNEST

Professor Paul Ernest BSc MSc PhD FIMA FRSA CMath ILTM FHEA

CURRICULUM VITAE

(December 2020)

WORK ADDRESS: WORK TEL.: +44-(0)1392-724749

University of Exeter E-MAIL: p.ernest@ex.ac.uk

Graduate School of Education

Heavitree Road, Exeter

Devon EX1 2LU, UK

HOME ADDRESS: Details available on request

WEB PAGE URL:



CURRENT POSITION:

Emeritus Professor of Mathematics Education, University of Exeter

PREVIOUS POSTS:

Professor of Mathematics Education, from 1998 (full professor) until full retirement 2009. University of Exeter. First appointed to University of Exeter as lecturer in 1984

Visiting Professor of Mathematics Education, University of Oslo, 2007-13

Adjunct Professor, Hope University Liverpool, 2010-14

Professorial Research Fellow and Visiting Professor, Brunel University, 2011-13.

Visiting Professor of Mathematics Education, iTeach, Christchurch College Canterbury, 2008-11.

Visiting Professor, Norwegian Technical University, Trondheim, 2006-2010.

Lecturer in Education, University of the West Indies, Jamaica, 1982-1984

Lecturer II in Mathematics, Bedford College of Higher Education, Bedford, 1981-82

Lecturer II in Mathematics, Homerton College, University of Cambridge, 1979-1981

Teacher of Mathematics, Hampstead Comprehensive School, London, 1976-1979

Computer Programmer and Analyst, British Olivetti Ltd, London, 1969-1971

HONOURS AND FELLOWSHIPS:

FIMA, Fellow of the Institute of Mathematics and its Applications, elected 1986

CMath (chartered mathematician), Institute of Mathematics and its Applications, 1989

FRSA, Fellow of the Royal Society of Arts, elected 1996

ILTM, Member of Institute for Learning and Teaching in Higher Education, elected 2001

Fellow, Higher Education Academy, elected 2004

QUALIFICATIONS:

BSc in Mathematics and Logic (2i Hons.), Sussex University, 1973

MSc in Mathematics (Distinction), London University, 1974

Teacher Qualification (No. 76/14571), Department of Education and Science, 1976

PhD in Philosophy of Mathematics, Kings College, London University, 1985

TEACHING

(a) Courses Taught

Doctoral Level

Research Methodology in Mathematics and Science Education, Mathematics Teacher Education research, Gifted and Talented Students in Mathematics, Competence in Advanced Algebra and Arithmetic, Research Project Design and Data Generation and Collection, Research methodology in education, The Psychology of Mathematics Education, The Mathematics Curriculum, Mathematics and Special Educational Needs, Mathematics and Gender

Masters Level

The Social Context of Mathematics Education, Mathematics and Special Educational Needs, The Mathematics Curriculum, Psychology of Learning Mathematics, The Nature of Mathematics and Equal Opportunities, Research Methodology in Mathematics Education, Recent Developments in Primary Mathematics Education, Philosophy of Mathematics

Postgraduate Certificate of Education (PGCE)

Mathematics Education, Primary Mathematics, Primary Mathematics Semi-specialism, Secondary Mathematics Methods, Subsidiary Mathematics

Undergraduate BA/BSc/BEd

Mathematics Education, Research Methods, Primary Mathematics Curriculum, Secondary Mathematics Methods, Algebraic Structures, Decision Maths, Statistics, Number Theory (Y4 UG for Cambridge University Tripos I), Numerical Methods and Computation

Practicum Supervision

Supervision of over 85 PGCE student practicums, in both primary school and secondary schools.

Supervision of over 60 undergraduate student practicums, in both primary and secondary schools.

(b) New Courses and Innovations

(Deleted for brevity)

POSTGRADUATE STUDENTS

Supervision of Postgraduate Research Degree Students

Supervision of Research Degree Students

Supervision of 10 completed PhDs, 4 completed MPhil by research, 20 completed EdD theses.

Supervision of Master’s Degree Dissertations in mathematics education

Supervision of 29 MEd dissertations in primary, secondary and tertiary education, including 2 at distinction level.

Internal examining: research degrees

9 PhD theses and 4 MPhil dissertations

EXTERNAL EXAMINING

External examiner for PhD degrees 1987 - 2020

External examiner for PhD degrees at Universities of Durham; Warwick (2); Lancaster; Sheffield; Manchester; Southampton; London; North London; Oxford; Plymouth; Roehampton Institute; Kings College, London; Brunel University (2); South Bank University London (3); Surrey University; National University of Ireland, Maynooth; Curtin University, Australia (3); Deakin University, Australia; University of KwaZulu Natal, South Africa; University of Western Cape, South Africa; University of Malaysia; UPM, Malaysia; University of Addis Abbaba, Ethiopia; Agder University, Norway.

(b) Undergraduate and postgraduate courses

External examiner for Postgraduate Certificate of Education, University of Durham, 2013-2014.

External examiner for Postgraduate Certificate of Education (Mathematics and science education), ITeach, Canterbury Christchurch University, Canterbury (Examiner of student assignments, Moderator of student assignment marks, Supervisor for teaching practice, Programme plagiarism moderator) 2008-2011.

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

External examiner for MSc in Mathematical Education, University of South Bank, London, 1990-94

External examiner in Primary Mathematics, Rolle Faculty of Education, Plymouth University, 1986-92

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.

F. EXTERNAL ACTIVITIES & 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 senior lecturer)

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

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

(b) Professional Bodies (Selected)

(Deleted for brevity)

(c) Selected Professional Activities

(Deleted for brevity)

(d) Selected Recent Invitations for conference keynotes and talks

2010

Keynote speech, ‘The social outcomes of learning mathematics: Standard, unintended or visionary?’, Annual conference, Australian Council for Educational Research (ACER), Melbourne, Australia, August 2010.

Conversation with a Keynote, Annual conference, Australian Council for Educational Research (ACER), Melbourne, Australia, August 2010.

2012

Director of discussion group on postmodern mathematics at ICME-13 conference, Seoul July 2012. Paper presenter at ICME-13 conference, Seoul July 2012.

Chair of symposium on Representations of Mathematics at BERA conference, Manchester September 2012. Presenter of paper within symposium.

2013

Plenary presentation ‘Mathematics and Values’ at Mathematical Cultures Colloquium 2, London 14-17 September 2013.

Plenary presentation at Book Launch for Debates in Mathematics Education, Edited by Dawn Leslie, Heather Mendick, Routledge 2014 – 212 pages, on Thursday 7 November 2013, at Centre for Creative Collaboration, London

2014

Keynote speech ‘The social outcomes of learning mathematics: standard, unintended or visionary?’ ICMEST Konya Turkey, 16-18 May 2014.

Invited member of panel discussion on mathematics engineering science and technology education ICMEST Konya Turkey, 16-18 May 2014.

2015

Keynote talks (3), International Mathematics Education Conference, University of Kathmandu, Nepal, February 2015.

Keynote speech, Mathematical Transgressions, University of Krakow, Poland, 15-18 March 2015.

Keynote speech, 9th International Conference on Mathematics, Science & Technology Education, Jakarta, Indonesia, November 2015.

2016

Chair of Topic Study Group 53: The Philosophy of Mathematics Education, International Congress of Mathematical Education, Hamburg Germany July 2016.

2017

Invited talk Philosophical Dimensions of Mathematical Practice, VUB University, Brussels, Belgium, 23-25 February 2017.

Keynote speech, Mathematics Art and Beauty, International MACAS 2017 conference, June 27-29, 2017, Copenhagen, Denmark

2018

Invited lecture, First International Conference on Ethics in Mathematics, Mathematical Institute, Cambridge University, March 2018

Keynote speech, British Congress of Mathematical Education, April 2018.

Invited lecture series, Beijing, Shenzhen and Hainan Universities, PR of China, November 2018.

2019

Invited talk, Problems of Ethics in Mathematics, Teaching and Society, Mathematics Education Seminar Series, Department of Education, Cambridge University, 27 February 2019

2020

Invited talks, Errors in mathematics and social constructivism, Ethics and Mathematics in Education and Society, Mathematics Education Seminar Series, Agder University, Norway Department of Education, Cambridge University, 9 &10 November 2020

(e) Membership of International Editorial Boards

(Deleted for brevity)

(g) Citations of works in others’ in publications (Google Scholar)

Works cited over 1000 times

P Ernest –The Philosophy of Mathematics Education, Routledge 1991– Cited by 2737 scholars.

P Ernest - The knowledge, beliefs and attitudes of the mathematics teacher: A model, Journal of Education for Teaching, 1989 - Cited by 1255

P Ernest - The impact of beliefs on the teaching of mathematics, in Mathematics Teaching: The State of the Art, 1989, Routledge – Cited by 1219

P Ernest - Social Constructivism as a Philosophy of Mathematics, SUNY Press, 1998 – Cited by 1031

Citation indices (from Google Scholar)

| |All Citations |Since 2015 |

|Total no. of Citations |12772 |4294 |

|h-index (the largest no. h such that h publications have at least h |45 |29 |

|citations) | | |

|i10-index (the no. of publications with at least 10 citations) |106 |64 |

G. ACADEMIC LEADERSHIP AND SERVICE

(a) International and National (Selected recent)

Co-Organiser of Topic Study Group on The Philosophy of Mathematics and Mathematics Education, ICME-14 conference, Shanghai, for original planned meeting July 2020

Organiser of Topic Study Group 53 on The Philosophy of Mathematics Education, ICME-13 conference, Hamburg, July 2016

Co- Organiser of Discussion Group 6 on Postmodern Mathematics at ICME-12 conference, Seoul July 2012.

Chair of symposium on Representations of Mathematics at BERA conference, Manchester September 2012.

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.

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

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

H. PUBLICATIONS

0. Authored Books

1. Ernest, P. The Philosophy of Mathematics Education, London, Falmer Press, 1991: xiv+329pp. (Reprinted in 1993 and 1995. 4000+ copies sold. Currently being translated into Indonesian. See below for Chinese translation). (Cited by 2000+ authors on Google scholar.)

2. 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 800+ authors on Google scholar.)

3. 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.

4. Ernest, P. (2011) The Psychology of Learning Mathematics: The cognitive, affective and contextual domains of mathematics education, Saarbrucken, Germany: Lambert Academic Publishing. (ISBN (978-3-8443-1306-2)

5. Ernest, P. (2011) Mathematics and Special Educational Needs: Theories of mathematical ability and effective types of intervention with low and high attainers in mathematics, Saarbrucken, Germany: Lambert Academic Publishing.

6. Ernest, P. (2013) The Psychology of Mathematics, Amazon Digital Services, Inc.: Kindle edition.

7. Ernest, P. (2015) The Philosophy of Mathematics Education （数学教育の哲学：Suugaku-kyouiku no Tetsugaku, Japanese translation) Toyokan Publishing Company, Tokyo, 2015.

1. Edited Collections

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

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

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

11. 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.)

12. 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 101 authors on Google scholar.)

13. 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.)

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

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

16. Ernest, P., Sriraman, B. & Ernest, N. Eds. (2016) Critical Mathematics Education: Theory, Praxis and Reality, Charlotte, NC, USA: Information Age Publishing.

17. Ernest, P., Skovsmose, O., van Bendegem, J.P., Bicudo, M., Miarka, R., Kvasz, L., Moeller, R. (2016) The Philosophy of Mathematics Education: ICME-13 Topical Survey, Switzerland: Springer international.

18. Ernest, P. Ed. (2018) The Philosophy of Mathematics Education Today, Switzerland: Springer international.

2. Chapters in books and proceedings

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

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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:

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

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

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. 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.

45. 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.

46. 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.

47. 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.

48. 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.

49. 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.

50. 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.

51. 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.

52. 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.

53. 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.

54. 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.

55. 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.

56. 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.

57. 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.

58. 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.

59. 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.

60. 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.

61. 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).

62. 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.

63. 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.

64. 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.

65. 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.

66. 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.

67. 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.

68. 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.

69. 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)

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

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

72. 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)

73. 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).

74. 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).

75. 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).

76. Ernest, P. ‘Social Constructivism as a Philosophy of Mathematics’, in C. Alsina, J. M. Alvarez, B. Hodgson, C. Laborde and A. Perez, Eds., 8th International Congress on Mathematical Education. Selected Lectures, Seville, Spain: S. A. E. M. Thales, 1998.

77. 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).

78. 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).

79. 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).

80. 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.

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

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

83. 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.

84. 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.

85. 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.

86. 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).

87. 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.

88. 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.

89. 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).

90. 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).

91. 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).

92. 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).

93. 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).

94. 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).

95. 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).

96. 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)

97. 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).

98. 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).

99. 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)

100. 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)

101. 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)

102. 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)

103. 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).

104. 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).

105. 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)

106. 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)

107. Ernest, P. (2003) ‘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, 2003: 11-25.

108. 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)

109. 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 Centre for Mathematics Education, 2004, pp. 313-327 (ISBN no. 91-85143-01-4)

110. 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

111. 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

112. 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.

113. 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).

114. Ernest, P. (2005) '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.

115. 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.

116. 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).

117. 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.

118. 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)

119. 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.

120. 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

121. 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.

122. 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.

123. 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.

124. 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.

125. 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.

126. 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.

127. 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.

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

129. Ernest, P. (2010) ‘Reflections on Theories of Learning’, in B. Sriraman and L. English (Eds.) Theories of Mathematics Education: Seeking New Frontiers, Heidelberg, Dordrecht, London and New York: Springer, 2010: 39-48.

130. Ernest, P. (2010) ‘Commentary 2 on Reflections on Theories of Learning’, in B. Sriraman and L. English (Eds.) Theories of Mathematics Education: Seeking New Frontiers, Heidelberg, Dordrecht, London and New York: Springer, 2010: 53-62.

131. Ernest, P. (2014) Policy Debates in Mathematics Education’ in S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer (6 pp) DOI 10.1007/978-94-007-4978-8.

132. Ernest, P. (2014) ‘Stephen Lerman’s contributions to The Philosophy of Mathematics Education’, in book edited by P. Gates, R Johannsen, Switzerland: Springer, 2014..

133. Ernest, P. (2015) Mathematics Education Ideologies and Globalization. Ernest, P., Sriraman, B. & Ernest, N. Eds. (2016) Critical Mathematics Education: Theory, Praxis and Reality, Charlotte, NC, USA: Information Age Publishing

134. Ernest, P. (2015) The Scope and Limits of Critical Mathematics Education Ernest, P., Sriraman, B. & Ernest, N. Eds. (2016) Critical Mathematics Education: Theory, Praxis and Reality, Charlotte, NC, USA: Information Age Publishing

135. Ernest, P. (2016) Mathematics and Values. B. Larvor, Ed. Mathematical Cultures. Switzerland: Springer, 2016, pp. 189-214.

136. Ernest, P. (2016) An Overview of the Philosophy of Mathematics Education. Ernest, P. et al. (2016) The Philosophy of Mathematics Education: ICME-13 Topical Survey, Switzerland: Springer international.

137. Ernest, P. (2016) Challenging Three Myths about Mathematics: Recognising the social responsibility of mathematics . P. Blaszczyk, Ed. Mathematical Transgressions.

138. Ernest, P. (2017) Paradox? the Mathematics of Space-Time and the Limits of Human Understanding, S. Wuppuluri. and G. Ghirardi (Eds.) Space, Time and the Limits of Human Understanding, Springer: pp. 253-270

139. Ernest, P. (2018) Overview: Philosophy of Mathematics Education, in P. Ernest, Ed. The Philosophy of Mathematics Education Today, Switzerland: Springer international.

140. Ernest, P. (2018) The Ethics of Mathematics, in P. Ernest, Ed. (2018) The Philosophy of Mathematics Education Today, Switzerland: Springer international.

141. Ernest, P. (2019) The Dark Side of Mathematics, in G. Ineson and H. Povey, Eds. Debates in Mathematics Education, London: Routledge, forthcoming 2019.

Forthcoming: Ernest, P. Privilege, Power and Performativity: The Ethics of Mathematics in Society and Education. In L Radford, Ed. "Ética: entre educación y filosofía" (Ethics: between education and philosophy).

3. Papers in journals

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

143. 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

158. 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.

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

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

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

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

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

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

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

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

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

168. 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.

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

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

171. 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.

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

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

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

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

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

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

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

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

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

181. 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.

182. 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.

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

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

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

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

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

188. 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.

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

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

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

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

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

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

195. 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).

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

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

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

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

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

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

202. 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.

203. 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. ‘

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

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

206. 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.

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

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

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

210. 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.

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

212. 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.

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

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

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

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

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

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

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

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

221. 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.

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

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

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

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

226. 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.

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

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

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

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

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

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

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

234. 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.

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

236. 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.

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

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

239. 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.

240. 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.

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

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

243. 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).

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

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

246. 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.

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

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

249. 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:

250. 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)

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

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

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

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

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

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

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

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

259. 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.

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

261. 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).

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

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

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

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

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

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

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

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

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

271. Ernest, P. (2008) ‘Towards a Semiotics of Mathematical Text, Part 3’, For the Learning of Mathematics, Vol. 28, No. 3, 2008: 42-49.

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

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

274. 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.

275. 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.

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

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

278. 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.

279. Ernest, P. (2012) ‘What is our First Philosophy in Mathematics Education?’, For the Learning of Mathematics, Vol. 32 no. 3: 8-14.

280. Chappell, A., Ernest, P., Ludhra, G. and Mendick, H. (2014) ‘Explorations in knowing: thinking psychosocially about legitimacy’, Pedagogy, Culture and Society, Vol. 22, No. 1 (2014).

281. Ernest, P. (2015) ‘Mathematics and Beauty’, Mathematics Teaching, September 2015, pp. 23-27. .

282. Ernest, P. (2015) The problem of certainty in mathematics, Educational Studies in Mathematics, Vol. 90, No. 3, pp 1-15

283. Ernest, P. (2016) The Unit of Analysis in Mathematics Education: Bridging the Political-Technical Divide? Educational Studies in Mathematics.

284. Ernest, P. (2016) Values and Mathematics: Overt and Covert, Culture and Dialogue, Volume 4, No.1 (special issue Culture, Science and Dialogue, Guest Editor: M. Ovens).

285. Ernest, P. (2016) A Dialogue on the Ethics of Mathematics, The Mathematical Intelligencer Vol. 38, No. 3, pp. 69-77.; DOI:10.1007/s00283-016-9656-z

286. Ernest, P. (2016) An Overview of the Philosophy of Mathematics Education, Philosophy of Mathematics Education Journal, No. 31.

287. Ernest, P. (2016) The Collateral Damage of Learning Mathematics, Philosophy of Mathematics Education Journal, No. 31.

288. Ernest, P. (2017) Um panorama da Filosofia da Educação Matemática, Revemat: Revista Eletrônica de Educação Matemática 11, 3-20.

289. Ernest, P. (2018) Ethics and Mathematics?, Philosophy of Mathematics Education Journal, No. 34 (December 2018)

290. Ernest, P. (2019). The ethical obligations of the mathematics teacher. Journal of Pedagogical Research, 3(1), 80-91. doi: 10.33902/JPR.2019.6

291. Ernest, P. (2019). Ethics and the Mathematics Teacher, Part 1. Mathematics Teaching, April 2019, pp. 28-33.

292. Ernest, P. (2019) Ethics and the Mathematics Teacher 2, Mathematics Teaching

293. Ernest, P. (2019) Privilege, Power and Performativity: The Ethics of Mathematics in Society and Education , Philosophy of Mathematics Education Journal, No. 35 (December 2019)

294. Ernest, P. (2019) A Theoretical Inquiry into the Ethics of Mathematics Teaching. Malikussaleh Journal of Mathematics Learning, Vol. 2, No. 2, October 2019, pp. 68-75.

295. Ernest, P. (2020) Mathematics, ethics and purism: an application of MacIntyre’s virtue theory. Synthese (2020).

296. Ernest, P. (2020) The ideologies of Purity and Neutrality and the Ethics of Mathematics. Philosophy of Mathematics Education Journal, No. 36 (December 2020).

297. Ernest, P. (2020) Unpicking the Meaning of the Deceptive Mathematics Behind the Covid Alert Levels. Philosophy of Mathematics Education Journal, No. 36 (December 2020).

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), 15-16 (2000).

Founding editor of Philosophy of Mathematics Education Journal, 1990. Editor of issues Number 1 (1990), 6 (1993) through to Number 38 (2020), accessed via

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download