A Philosophical Examination of Proofs in Mathematics Eric Almeida
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Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
John P. Burgess Department of Philosophy Princeton University Princeton, NJ 08544-1006, USA [email protected]
John P. Burgess Department of Philosophy Princeton University Princeton, NJ 08544-1006, USA [email protected] LOGIC & PHILOSOPHICAL METHODOLOGY Introduction For present purposes “logic” will be understood to mean the subject whose development is described in Kneale & Kneale [1961] and of which a concise history is given in Scholz [1961]. As the terminological discussion at the beginning of the latter reference makes clear, this subject has at different times been known by different names, “analytics” and “organon” and “dialectic”, while inversely the name “logic” has at different times been applied much more broadly and loosely than it will be here. At certain times and in certain places — perhaps especially in Germany from the days of Kant through the days of Hegel — the label has come to be used so very broadly and loosely as to threaten to take in nearly the whole of metaphysics and epistemology. Logic in our sense has often been distinguished from “logic” in other, sometimes unmanageably broad and loose, senses by adding the adjectives “formal” or “deductive”. The scope of the art and science of logic, once one gets beyond elementary logic of the kind covered in introductory textbooks, is indicated by two other standard references, the Handbooks of mathematical and philosophical logic, Barwise [1977] and Gabbay & Guenthner [1983-89], though the latter includes also parts that are identified as applications of logic rather than logic proper. The term “philosophical logic” as currently used, for instance, in the Journal of Philosophical Logic, is a near-synonym for “nonclassical logic”. There is an older use of the term as a near-synonym for “philosophy of language”. -
Classical First-Order Logic Software Formal Verification
Classical First-Order Logic Software Formal Verification Maria Jo~aoFrade Departmento de Inform´atica Universidade do Minho 2008/2009 Maria Jo~aoFrade (DI-UM) First-Order Logic (Classical) MFES 2008/09 1 / 31 Introduction First-order logic (FOL) is a richer language than propositional logic. Its lexicon contains not only the symbols ^, _, :, and ! (and parentheses) from propositional logic, but also the symbols 9 and 8 for \there exists" and \for all", along with various symbols to represent variables, constants, functions, and relations. There are two sorts of things involved in a first-order logic formula: terms, which denote the objects that we are talking about; formulas, which denote truth values. Examples: \Not all birds can fly." \Every child is younger than its mother." \Andy and Paul have the same maternal grandmother." Maria Jo~aoFrade (DI-UM) First-Order Logic (Classical) MFES 2008/09 2 / 31 Syntax Variables: x; y; z; : : : 2 X (represent arbitrary elements of an underlying set) Constants: a; b; c; : : : 2 C (represent specific elements of an underlying set) Functions: f; g; h; : : : 2 F (every function f as a fixed arity, ar(f)) Predicates: P; Q; R; : : : 2 P (every predicate P as a fixed arity, ar(P )) Fixed logical symbols: >, ?, ^, _, :, 8, 9 Fixed predicate symbol: = for \equals" (“first-order logic with equality") Maria Jo~aoFrade (DI-UM) First-Order Logic (Classical) MFES 2008/09 3 / 31 Syntax Terms The set T , of terms of FOL, is given by the abstract syntax T 3 t ::= x j c j f(t1; : : : ; tar(f)) Formulas The set L, of formulas of FOL, is given by the abstract syntax L 3 φ, ::= ? j > j :φ j φ ^ j φ _ j φ ! j t1 = t2 j 8x: φ j 9x: φ j P (t1; : : : ; tar(P )) :, 8, 9 bind most tightly; then _ and ^; then !, which is right-associative. -
On Mathematics As Sense- Making: an Informalattack on the Unfortunate Divorce of Formal and Informal Mathematics
On Mathematics as Sense Making: An InformalAttack On the Unfortunate Divorce of Formal and Informal 16 Mathematics Alan H. Schoenfeld The University of California-Berkeley This chapter explores the ways that mathematics is understood and used in our culture and the role that schooling plays in shaping those mathematical under standings. One of its goals is to blur the boundaries between forma] and informal mathematics: to indicate that, in real mathematical thinking, formal and informal reasoning are deeply intertwined. I begin, however, by briefly putting on the formalist's hat and defining formal reasoning. As any formalist will tell you, it helps to know what the boundaries are before you try to blur them. PROLOGUE: ON THE LIMITS AND PURITY OF FORMAL REASONING QUA FORMAL REASONING To get to the heart of the matter, formal systems do not denote; that is, formal systems in mathematics are not about anything. Formal systems consist of sets of symbols and rules for manipulating them. As long as you play by the rules, the results are valid within the system. But if you try to apply these systems to something from the real world (or something else), you no longer engage in formal reasoning. You are applying the mathematics at that point. Caveat emp tor: the end result is only as good as the application process. Perhaps the clearest example is geometry. Insofar as most people are con cerned, the plane or solid (Euclidean) geometry studied in secondary school provides a mathematical description of the world they live in and of the way the world must be. -
Mathematics in Informal Learning Environments: a Summary of the Literature
MATHEMATICS IN INFORMAL LEARNING ENVIRONMENTS: A SUMMARY OF THE LITERATURE Scott Pattison, Andee Rubin, Tracey Wright Updated March 2017 Research on mathematical reasoning and learning has long been a central part of the classroom and formal education literature (e.g., National Research Council, 2001, 2005). However, much less attention has been paid to how children and adults engage with and learn about math outside of school, including everyday settings and designed informal learning environments, such as interactive math exhibits in science centers. With the growing recognition of the importance of informal STEM education (National Research Council, 2009, 2015), researchers, educators, and policymakers are paying more attention to how these experiences might support mathematical thinking and learning and contribute to the broader goal of ensuring healthy, sustainable, economically vibrant communities in this increasingly STEM-rich world. To support these efforts, we conducted a literature review of research on mathematical thinking and learning outside the classroom, in everyday settings and designed informal learning environments. This work was part of the NSF-funded Math in the Making project, led by TERC and the Institute for Learning Innovation and designed to advance researchers’ and educators’ understanding of how to highlight and enhance the mathematics in making experiences.1 Recognizing that the successful integration of mathematics and making requires an understanding of how individuals engage with math in these informal learning environments, we gathered and synthesized the informal mathematics education literature, with the hope that findings would support the Math in the Making project and inform the work of mathematics researchers and educators more broadly. -
Effective Strategies for Promoting Informal Mathematics Learning
Access Algebra: Effective Strategies for Promoting Informal Mathematics Learning Prepared for by Lynn Dierking Michael Dalton Jennifer Bachman Oregon State University 2008 with the generous support of This material is based upon work supported by the National Science Foundation under grant Number DRL-0714634. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the Oregon Museum of Science and Industry. © OREGON MUSEUM OF SCIENCE AND INDUSTRY, September 2011 Access Algebra: Effective Strategies for Promoting Informal Mathematics Learning Prepared for the Oregon Museum of Science and Industry Oregon State University Lynn Dierking * Michael Dalton * Jennifer Bachman Executive Summary The Oregon Museum of Science and Industry (OMSI) received a five- year grant from the National Science Foundation (NSF) to develop the Access Algebra: Effective Strategies for Promoting Informal Mathematics Learning project. Access Algebra will include a traveling exhibition and a comprehensive professional development program for educational staff at host museums. Access Algebra will target middle- school age youth and engage visitors in design activities that promote creativity and innovation and build mathematics literacy by taking a non-traditional, experiential approach to mathematics learning. Oregon State University (OSU) faculty from the College of Education and the College of Science with expertise in mathematics teaching, administrative experience at K–20 levels and within the Oregon Department of Education, and in free-choice learning settings and research are collaborating on research and development for the exhibit prototypes and professional development components of the project. -
Chapter 10: Symbolic Trails and Formal Proofs of Validity, Part 2
Essential Logic Ronald C. Pine CHAPTER 10: SYMBOLIC TRAILS AND FORMAL PROOFS OF VALIDITY, PART 2 Introduction In the previous chapter there were many frustrating signs that something was wrong with our formal proof method that relied on only nine elementary rules of validity. Very simple, intuitive valid arguments could not be shown to be valid. For instance, the following intuitively valid arguments cannot be shown to be valid using only the nine rules. Somalia and Iran are both foreign policy risks. Therefore, Iran is a foreign policy risk. S I / I Either Obama or McCain was President of the United States in 2009.1 McCain was not President in 2010. So, Obama was President of the United States in 2010. (O v C) ~(O C) ~C / O If the computer networking system works, then Johnson and Kaneshiro will both be connected to the home office. Therefore, if the networking system works, Johnson will be connected to the home office. N (J K) / N J Either the Start II treaty is ratified or this landmark treaty will not be worth the paper it is written on. Therefore, if the Start II treaty is not ratified, this landmark treaty will not be worth the paper it is written on. R v ~W / ~R ~W 1 This or statement is obviously exclusive, so note the translation. 427 If the light is on, then the light switch must be on. So, if the light switch in not on, then the light is not on. L S / ~S ~L Thus, the nine elementary rules of validity covered in the previous chapter must be only part of a complete system for constructing formal proofs of validity. -
The Philosophy of Mathematics Education
The Philosophy of Mathematics Education The Philosophy of Mathematics Education Paul Ernest © Paul Ernest 1991 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the copyright holder and the Publisher. First published 1991 This edition published in the Taylor & Francis e-Library, 2004. RoutledgeFalmer is an imprint of the Taylor & Francis Group British Library Cataloguing in Publication Data Ernest, Paul The philosophy of mathematics education. 1. Education. Curriculum subjects: Mathematics. Teaching. I. Title 510.7 ISBN 0-203-49701-5 Master e-book ISBN ISBN 0-203-55790-5 (Adobe eReader Format) ISBN 1-85000-666-0 (Print Edition) ISBN 1-85000-667-9 pbk Library of Congress Cataloging-in-Publication Data is available on request Contents List of Tables and Figures viii Acknowledgments ix Introduction xi Rationale xi The Philosophy of Mathematics Education xii This Book xiv Part 1 The Philosophy of Mathematics 1 1 A Critique of Absolutist Philosophies of Mathematics 3 Introduction 3 The Philosophy of Mathematics 3 The Nature of Mathematical Knowledge 4 The Absolutist View of Mathematical Knowledge 7 The Fallacy of Absolutism 13 The Fallibilist Critique of Absolutism 15 The Fallibilist View 18 Conclusion 20 2 The Philosophy of Mathematics Reconceptualized 23 The Scope of the Philosophy of Mathematics 23 A Further Examination of Philosophical Schools 27 Quasi-empiricism -
Secondary Intermediate Math Endorsement (Algebra I, Geometry, Algebra Ii)
SECONDARY INTERMEDIATE MATH ENDORSEMENT (ALGEBRA I, GEOMETRY, ALGEBRA II) Preparations that can add this Endorsement: Preparation Pedagogy Major Test Coursework Early Childhood Preparation X AND X OR X Elementary Preparation X AND X OR X Secondary Preparation X OR X CTE Preparation X OR X K-12 Preparation X OR X Early Childhood SPED Preparation X AND X OR X K-12 SPED Preparation X OR X State-Designated Pedagogy Requirements: Test # Test Name Cut Score Effective Date 5624 Principals of Learning and Teaching (7-12 PLT) 157 07/01/2012 Waiver of Pedagogy Test 7-12 PLT The PLT test may be waived if verification of two or more years of state-certified Experience in a 5- teaching experience in the grade span of the endorsement is documented. 12 grade span Major in Content Requirements (27 credits with a minimum GPA of 2.7 in the content): 27 credits with a minimum GPA of 2.7 in the content • 27 credits in Math State-Designated Test Requirements (passage of one test): Test # Test Name Cut Score Effective Date 5169 Middle School Math 165 09/01/2013 5161 Mathematics: Content Knowledge 160 09/01/2013 Coursework Requirements: None July 2019 Intermediate Math Endorsement Page 2 Assignment Codes: Code Assignment Description 02001 Informal Mathematics 02002 General Math 02035 Math, Grade 5 02036 Math, Grade 6 02037 Math, Grade 7 02038 Math, Grade 8 02039 Grades 5-8 Math 02040 Grades 5-8 Pre-Algebra 02051 Pre-Algebra I 02052 Algebra I 02053 Algebra I - Part 1 02054 Algebra I - Part 2 02055 Transition Algebra 02056 Algebra II 02062 Integrated Mathematics -
On the Relation of Informal to Formal Logic
University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 2 May 15th, 9:00 AM - May 17th, 5:00 PM On the Relation of Informal to Formal Logic Dale Jacquette The Pensylvania State University Follow this and additional works at: https://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Jacquette, Dale, "On the Relation of Informal to Formal Logic" (1997). OSSA Conference Archive. 60. https://scholar.uwindsor.ca/ossaarchive/OSSA2/papersandcommentaries/60 This Paper is brought to you for free and open access by the Conferences and Conference Proceedings at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. ON THE RELATION OF INFORMAL TO FORMAL LOGIC Dale Jacquette Department of Philosophy The Pennsylvania State University ©1998, Dale Jacquette Abstract: The distinction between formal and informal logic is clarified as a prelude to considering their ideal relation. Aristotle's syllogistic describes forms of valid inference, and is in that sense a formal logic. Yet the square of opposition and rules of middle term distribution of positive or negative propositions in an argument's premises and conclusion are standardly received as devices of so- called informal logic and critical reasoning. I propose a more exact criterion for distinguishing between formal and informal logic, and then defend a model for fruitful interaction between informal and formal methods of investigating and critically assessing the logic of arguments. *** 1. A Strange Dichotomy In the history of logic a division between formal and informal methods has emerged. -
Logic and Proof
Logic and Proof Computer Science Tripos Part IB Michaelmas Term Lawrence C Paulson Computer Laboratory University of Cambridge [email protected] Copyright c 2000 by Lawrence C. Paulson Contents 1 Introduction and Learning Guide 1 2 Propositional Logic 3 3 Proof Systems for Propositional Logic 12 4 Ordered Binary Decision Diagrams 19 5 First-order Logic 22 6 Formal Reasoning in First-Order Logic 29 7 Clause Methods for Propositional Logic 34 8 Skolem Functions and Herbrand’s Theorem 42 9 Unification 49 10 Applications of Unification 58 11 Modal Logics 65 12 Tableaux-Based Methods 70 i ii 1 1 Introduction and Learning Guide This course gives a brief introduction to logic, with including the resolution method of theorem-proving and its relation to the programming language Prolog. Formal logic is used for specifying and verifying computer systems and (some- times) for representing knowledge in Artificial Intelligence programs. The course should help you with Prolog for AI and its treatment of logic should be helpful for understanding other theoretical courses. Try to avoid getting bogged down in the details of how the various proof methods work, since you must also acquire an intuitive feel for logical reasoning. The most suitable course text is this book: Michael Huth and Mark Ryan, Logic in Computer Science: Modelling and Reasoning about Systems (CUP, 2000) It costs £18.36 from Amazon. It covers most aspects of this course with the ex- ception of resolution theorem proving. It includes material that may be useful in Specification and Verification II next year, namely symbolic model checking. -
Advice on the Logic of Argument†
Revista del Instituto de Filosofía, Universidad de Valparaíso, Año 1, N° 1. Junio 2013. Pags. 7 – 34 Advice on the Logic of Argument† John Woods Resumen Desde su creación moderna a principios de la década de los 70, la lógica informal ha puesto un especial énfasis en el análisis de las falacias y los esquemas de diálogo argumentativo. Desarrollos simultáneos en los círculos que se ocupan de los actos de comunicación de habla exhiben una concentración en el carácter dialéctico de la discusión. PALABRAS CLAVE: Lógica informal, argumento, diálogos Abstract Since its modern inception in the early 1970s, informal logic has placed a special emphasis on the analysis of fallacies and argumentative dialogue schemes. Concurrent developments in speech communication circles exhibit a like concentration on the dialectical character of argument. KEYWORDS: Informal logic, argument, dialogues “But the old connection [of logic] with philosophy is closest to my heart right now . I hope that logic will have another chance in its mother area.” Johan van Benthem “On [the] traditional view of the subject, the phrase ‘formal logic’ is pleonasm and ‘informal logic’ oxymoron.” John Burgess 1. Background remarks Logic began abstractly, as the theoretical core of a general theory of real-life argument. This was Aristotle’s focus in Topics and On Sophistical Refutations and a † Recibido: abril 2013. Aceptado: mayo 2013. The Abductive Systems Group, Department of Philosophy, University of British Columbia 8 / Revista de Humanidades de Valparaíso, Año 1, N° 1 dominant theme of mediaeval dialectic. In our own day, the intellectual skeins that matter for argument-minded logicians are the formal logics of dialogues and games and on the less technical side of the street informal logic.