Abstract
This dissertation analyzes the theoretical underpinnings and implications of Paul Ernest’s social constructivist philosophy of mathematics education. Ernest sees learning as the social construction of knowledge through conversation. Therefore, he believes that mathematics education should foster knowledge construction through active engagement and student interaction. In addition, he claims that mathematics education should contribute to the development of democratic citizens who are able to critically evaluate political and social claims that are based on mathematical arguments. Ernest also makes recommendations for curricula and pedagogy, calling for a differentiated mathematics curriculum at the secondary level. While future mathematicians need to be prepared for advanced study in mathematics, he believes that mathematics education for other students should provide inquiry-based activities that encourage critical thinking, empower learners, and encourage students to be aware of and involved in social issues. This dual approach to mathematics education raises questions about Ernest’s underlying ideas on the nature of mathematical knowledge and the nature of democratic values
