My colleague Eva Marsal ( University of Karlsruhe, Germany) and I recently published the book Dialogical Inquiry in Mathematics Teaching and Learning: A Philosophical Approach, with LIT.
The 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.
