Philosophical Dimensions in Mathematics Education [recurso electrónico] / edited by Karen François, Jean Paul Van Bendegem.

Prelude -- Prelude -- Interlude -- The Untouchable and Frightening Status of Mathematics -- Interlude -- Philosophical Reflections in Mathematics Classrooms -- Interlude -- Integrating the Philosophy of Mathematics in Teacher Training Courses -- Interlude -- Learning Concepts Through the History of Mathematics -- Interlude -- The Meaning and Understanding of Mathematics -- Interlude -- The Formalist Mathematical Tradition as an Obstacle to Stochastical Reasoning -- Interlude -- Logic and Intuition in Mathematics and Mathematical Education -- Interlude -- A Place for Education in the Contemporary Philosophy of Mathematics -- Interlude -- Ethnomathematics in Practice -- Postlude.

Philosophical Dimensions in Mathematics Education brings together diverse recent developments exploring philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in Philosophical Dimensions in Mathematics Education offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum to become a philosophy in mathematics education. In doing so, many chapters provide ideas for actual practice and some practical examples directly usable in teacher training and in mathematics classrooms. Philosophical Dimensions in Mathematics Education is intended for researchers in mathematics education, as well as for those working in the discipline of the philosophy of mathematics. It is also intended for those mathematics and statistics educators who want to broaden their view on mathematics/statistics education.