This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Constructivism and the Learning of Mathematics," contains the following chapters: (1) "A Radical Constructivist View of Basic Mathematical Concepts" (E. von Glasersfeld); (2) "Interaction and Children's Mathematics" (L. P. Steffe & R. Tzur); (3) "Radical Constructive Criticisms of von Glasersfeld's Radical Constructivism" (R. S. D. Thomas); (4) "Articulating Theories of Mathematics Learning" (S. Lerman); (5) "Is Radical Constructivism Coherent?" (M. Otte); (6) "Social Constructivism and the Psychology of Mathematics Education" (P. Ernest); (7) "Mathematics, Computers and People: Individual and Social Perspectives" (E. Smith); and (8)"The Context of Cognition: The Challenge of Technology" (K. Crawford). Part 2, "Psychology, Epistemology and Hermeneutics," contains: (9) "Another Psychology of Mathematics Education" (D. Pimm); (10) "On Interpretation" (D. Tahta); (11) "Potential Space and Mathematical Reality" (P. Maher); (12) "Towards a Hermeneutical Understanding of Mathematics and Mathematical Learning" (T. Brown); and (13) "The Myth of Mathematics" (F. Seeger & H. Steinbring). Part 3, "Enquiry in Mathematics Education," contains: (14) "The Problem of the Problem and Curriculum Fallacies" (S. I. Brown); (15) "Enquiry in Mathematics and in Mathematics Education" (J. Mason); (16) "Demystifying Mathematics Education through Inquiry" (M. Siegel & R. Borasi); and (17) "Reading to Learn Mathematics in the Primary Age Range" (C. W. Desforges & S. Bristow). The final section, Part 4, "History, Mathematics and Education," contains: (18) "The Idea of 'Revolution' As an Instrument for the Study of the Development of Mathematics and Its Application to Education" (F. Speranza); and (19) "Mathematical Practices, Anomalies and Classroom Communication Problems" (A. Sfard). Contains references with each chapter and a subject index. (MKR)