The goal of the discussion group is to elucidate the multiplicity of the subject of mathematics: to explore and share how postmodern perspectives offer new ways of seeing mathematics, teachers and learners. The two key themes are
Theme 1: Perspectives of mathematics as having multiple dimensions / components
Theme 2: Multiple-self perspectives of the human subject (teacher/ learner/ researcher)
These will be used as organizing themes for the two sessions
Postmodernism rejects a single authoritative way of seeing mathematics, teachers and learners, for each can be seen and interpreted in multiple ways. Mathematics can be seen as axiomatic and logical leading to indubitable conclusions, but it can also be seen as intuitive and playful, open-ended, with surprises and humour, as evidenced in popular mathematical images and cartoons. Additionally it can be seen in its applications in science, information and communication technologies, everyday life and ethnomathematics. All of these dimensions are part of what makes up mathematics and they all co-exist successfully.
It is also important to recognize that all human subjects have multiple selves and that we all (mathematicians, teachers and learners) have access to different selves: authoritative knowers, researchers, learners, appreciators and consumers of popular and other cultures, as well as having non-academic selves. Thus mathematics teachers can be seen as epistemological authorities in the classroom as well as co-explorers of unfamiliar realms both mathematical and cultural, and as ring-masters in the mathematical circus. Students can be seen as receivers of mathematical knowledge, but also as explorers and interpreters of mathematical and cultural realms that can be related to mathematics.
All of these perspectives and selves are resources we can use to enhance the teaching and learning of mathematics, but many are currently overlooked or excluded.
The aim of the Discussion Group is to raise and discuss these ideas and explore and generate examples relevant to classroom practices.
Papers and resources will be available on-line before the conference so that participants can prepare themselves and so that presentations can be kept short and most of the time is devoted to discussion. Examples will also be distributed in hard copy in the sessions.

* What is postmodern thinking in mathematics and mathematics education? What is new or different about it and what are the implications for research in mathematics education?
* Given a postmodern multiple-perspectives view of mathematics what illuminations and surprises can be found for mathematics and its teaching and learning in multidisciplinary sources including: history of mathematics, ethnomathematics, science, information and communication technology, art works, stories, cartoons, films, jokes, songs, puzzles, etc.?
* How might the new emphases and differences foregrounded by postmodern perspectives impact in the primary and secondary mathematics classrooms? What concrete examples serve to illustrate these differences?
* How can a multiple-selves view of the human subject be reflected in the mathematics classroom and in mathematics teacher education? How can a multiple-selves view of the teacher facilitate teacher education?