We are proud to share with the ICPIC community the recent publication edited by Nadia S. Kennedy and Eva Marsal.
This anthology represents an exploration of the role of philosophical inquiry in the mathematics classroom and in teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: Can philosophical dialogue about mathematics serve to clarify and reframe our understanding of mathematics and its symbolic power, and act as an emancipatory form of knowledge? What would such dialogue look like in the mathematics classroom? The collection of papers offers educators and researchers compelling and suggestive ways of responding.
The book can be ordered through the following websites:
(e-book is also available)