The Language of Sets in Mathematics 1 Sets
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1 Elementary Set Theory
1 Elementary Set Theory Notation: fg enclose a set. f1; 2; 3g = f3; 2; 2; 1; 3g because a set is not defined by order or multiplicity. f0; 2; 4;:::g = fxjx is an even natural numberg because two ways of writing a set are equivalent. ; is the empty set. x 2 A denotes x is an element of A. N = f0; 1; 2;:::g are the natural numbers. Z = f:::; −2; −1; 0; 1; 2;:::g are the integers. m Q = f n jm; n 2 Z and n 6= 0g are the rational numbers. R are the real numbers. Axiom 1.1. Axiom of Extensionality Let A; B be sets. If (8x)x 2 A iff x 2 B then A = B. Definition 1.1 (Subset). Let A; B be sets. Then A is a subset of B, written A ⊆ B iff (8x) if x 2 A then x 2 B. Theorem 1.1. If A ⊆ B and B ⊆ A then A = B. Proof. Let x be arbitrary. Because A ⊆ B if x 2 A then x 2 B Because B ⊆ A if x 2 B then x 2 A Hence, x 2 A iff x 2 B, thus A = B. Definition 1.2 (Union). Let A; B be sets. The Union A [ B of A and B is defined by x 2 A [ B if x 2 A or x 2 B. Theorem 1.2. A [ (B [ C) = (A [ B) [ C Proof. Let x be arbitrary. x 2 A [ (B [ C) iff x 2 A or x 2 B [ C iff x 2 A or (x 2 B or x 2 C) iff x 2 A or x 2 B or x 2 C iff (x 2 A or x 2 B) or x 2 C iff x 2 A [ B or x 2 C iff x 2 (A [ B) [ C Definition 1.3 (Intersection). -
Mathematics in Language
cognitive semantics 6 (2020) 243-278 brill.com/cose Mathematics in Language Richard Hudson University College London, London, England [email protected] Abstract Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other re- spects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, arithmetic, algebra, variables and brackets, zero and probability; but that negation, approximation and probability are particularly problematic because mathematics de- mands a different way of thinking, and different mental capacity, compared with ordi- nary language. School teachers should be aware of the mathematics already built into language so as to build on it; and they should also be able to offer special help in the conflict zones. Keywords numbers – grammar – semantics – negation – probability 1 Introduction1 This paper is about the area of language that we might call ‘mathematical language’, and has a dual function, as a contribution to cognitive semantics and as an exercise in pedagogical linguistics. Unlike earlier discussions of 1 I should like to acknowledge detailed comments on an earlier version of this paper from Neil Sheldon, as well as those of an anonymous reviewer. © Richard Hudson, 2020 | doi:10.1163/23526416-bja10005 This is an open access article distributed under the terms of the CC BY 4.0Downloaded License. -
Chapter 4 Mathematics As a Language
Chapter 4 Mathematics as a Language Peculiarities of Mathematical Language in the Texts of Pure Mathematics What is mathematics? Is mathematics, represented in all its modern variety, a single science? The answer to this clear-cut question was at- tempted by the French mathematicians who sign their papers with the name Nicolas Bourbaki. In their article "Architecture of Mathematics" published in Russian as an appendix to The History of Mathematics' (Bourbaki, 1948), they stated that mathematics (and certainly it is only pure mathematics that is referred to) is a uniform science. Its uniformity is given by the system of its logical constructions. A chracteristic feature of mathematics is the explicit axiomatico-deductive method of construct- ing judgments. Any mathematical paper is first of all characterized by containing a long chain of logical conclusions. But the Bourbaki say that such chaining of syllogisms is no more than a transforming mechanism. It may be applied to any system of premises. It is just an outer sign of a system, its dressing; it does not yet display the essential system of logical constructions given by the postulates. The system of postulates in mathematics is not in the least a colorful mosaic of separate initial statements. The peculiarity of mathematics lies in the ability of the system of postulates to form special concepts, mathematical structures, rich with logical consequences which may be derived from them deductively. Mathematics is principally an axioma- ' This is one of the volumes of the unique tractatus TheElernenrs of Marhernorrcs, which wos ro give the reader the fullest impression of modern mathematics, organized from the standpoint of one of the largest modern schools. -
The Utility of Mathematics
THE UTILITY OF MATHEMATICS It is not without great surprise that we read of the efforts of modern "educators" to expunge the study of mathematics from the scholastic curriculum. It is logical, and consistent with an already incomplete, un satisfactory program, for the State to exclude religious instruc tion from the free public schools. The proscription of the study of the German language in the schools is consonant with the existing antipathy for all things German. But who has weighed mathematics in the balance of honest investigation and found it wanting? Two American soldiers training for the great conflict "over there" visited a book shop. One purchased a German grammar. His companion severely reprimanded him for his apparent weak ness, and eloquently proclaimed the uselessness of studying Ger man. "Well," said the first soldier, "you will be in an awful fix when you reach Berlin." Without a working knowledge of the German language the victorious Allies will, indeed, be at a great disadvantage when the present drive shall have led them into Germany on the road to Berlin. But what a rocky road to Ber lin! The vandalism of the retreating Hun is obstructing that road by the wanton destruction of cities, towns and villages, with their churches, bridges and every other architectural triumph of constructive engineering. The damage must be repaired when the war is· over. It will require the careful work of skilled engineers. Was there ever an engineer who attained success without the aid of mathemat ics? The war has wrought havoc and destruction wherever the tents of battle have been pitched. -
Formal Construction of a Set Theory in Coq
Saarland University Faculty of Natural Sciences and Technology I Department of Computer Science Masters Thesis Formal Construction of a Set Theory in Coq submitted by Jonas Kaiser on November 23, 2012 Supervisor Prof. Dr. Gert Smolka Advisor Dr. Chad E. Brown Reviewers Prof. Dr. Gert Smolka Dr. Chad E. Brown Eidesstattliche Erklarung¨ Ich erklare¨ hiermit an Eides Statt, dass ich die vorliegende Arbeit selbststandig¨ verfasst und keine anderen als die angegebenen Quellen und Hilfsmittel verwendet habe. Statement in Lieu of an Oath I hereby confirm that I have written this thesis on my own and that I have not used any other media or materials than the ones referred to in this thesis. Einverstandniserkl¨ arung¨ Ich bin damit einverstanden, dass meine (bestandene) Arbeit in beiden Versionen in die Bibliothek der Informatik aufgenommen und damit vero¨ffentlicht wird. Declaration of Consent I agree to make both versions of my thesis (with a passing grade) accessible to the public by having them added to the library of the Computer Science Department. Saarbrucken,¨ (Datum/Date) (Unterschrift/Signature) iii Acknowledgements First of all I would like to express my sincerest gratitude towards my advisor, Chad Brown, who supported me throughout this work. His extensive knowledge and insights opened my eyes to the beauty of axiomatic set theory and foundational mathematics. We spent many hours discussing the minute details of the various constructions and he taught me the importance of mathematical rigour. Equally important was the support of my supervisor, Prof. Smolka, who first introduced me to the topic and was there whenever a question arose. -
The Language of Mathematics: Towards an Equitable Mathematics Pedagogy
The Language of Mathematics: Towards an Equitable Mathematics Pedagogy Nathaniel Rounds, PhD; Katie Horneland, PhD; Nari Carter, PhD “Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance wheel of the social machinery.” (Horace Mann, 1848) 2 ©2020 Imagine Learning, Inc. Introduction From the earliest days of public education in the United States, educators have believed in education’s power as an equalizing force, an institution that would ensure equity of opportunity for the diverse population of students in American schools. Yet, for as long as we have been inspired by Mann’s vision, our history of segregation and exclusion reminds us that we have fallen short in practice. In 2019, 41% of 4th graders and 34% of 8th graders demonstrated proficiency in mathematics on the National Assessment of Educational Progress (NAEP). Yet only 20% of Black 4th graders and 28% of Hispanic 4th graders were proficient in mathematics, compared with only 14% of Black 8th grades and 20% of Hispanic 8th graders. Given these persistent inequities, how can education become “the great equalizer” that Mann envisioned? What, in short, is an equitable mathematics pedagogy? The Language of Mathematics: Towards an Equitable Mathematics Pedagogy 1 Mathematical Competencies To help think through this question, we will examine the language of mathematics and the role of language in math classrooms. This role, of course, has changed over time. Ravitch gives us this picture of math instruction in the 1890s: Some teachers used music to teach the alphabet and the multiplication tables..., with students marching up and down the isles of the classroom singing… “Five times five is twenty-five and five times six is thirty…” (Ravitch, 2001) Such strategies for the rote learning of facts and algorithms once seemed like all we needed to do to teach mathematics. -
The Story of 0 RICK BLAKE, CHARLES VERHILLE
The Story of 0 RICK BLAKE, CHARLES VERHILLE Eighth But with zero there is always an This paper is about the language of zero The initial two Grader exception it seems like sections deal with both the spoken and written symbols Why is that? used to convey the concepts of zero Yet these alone leave much of the story untold. Because it is not really a number, it The sections on computational algorithms and the is just nothing. exceptional behaviour of zero illustrate much language of Fourth Anything divided by zero is zero and about zero Grader The final section of the story reveals that much of the How do you know that? language of zero has a considerable historical evolution; Well, one reason is because I learned it" the language about zero is a reflection of man's historical difficulty with this concept How did you learn it? Did a friend tell you? The linguistics of zero No, I was taught at school by a Cordelia: N a thing my Lord teacher Lear: Nothing! Do you remember what they said? Cordelia: Nothing Lear: Nothing will come of They said anything divided by zero is nothing; speak again zero Do you believe that? Yes Kent: This is nothing, fool Why? Fool: Can you make no use of Because I believe what the school says. nothing, uncle? [Reys & Grouws, 1975, p 602] Lear: Why, no, boy; nothing can be made out of nothing University Zero is a digit (0) which has face Student value but no place or total value Ideas that we communicate linguistically are identified by [Wheeler, Feghali, 1983, p 151] audible sounds Skemp refers to these as "speaking sym bols " 'These symbols, although necessary inventions for If 0 "means the total absence of communication, are distinct from the ideas they represent quantity," we cannot expect it to Skemp refers to these symbols or labels as the surface obey all the ordinary laws. -
The Academic Language of Mathematics
M01_ECHE7585_CH01_pp001-014.qxd 4/30/13 5:00 PM Page 1 chapter 1 The Academic Language of Mathematics Nearly all states continue to struggle to meet the academic targets in math for English learners set by the No Child Left Behind Act. One contributing factor to the difficulty ELs experience is that mathematics is more than just numbers; math education involves terminology and its associated concepts, oral or written instructions on how to complete problems, and the basic language used in a teacher’s explanation of a process or concept. For example, students face multiple representations of the same concept or operation (e.g., 20/5 and 20÷5) as well as multiple terms for the same concept or operation 6920_ECH_CH01_pp001-014.qxd 8/27/09 12:59 PM Page 2 2 (e.g., 13 different terms are used to signify subtraction). Students must also learn similar terms with different meanings (e.g., percent vs. percentage) and they must comprehend mul- tiple ways of expressing terms orally (e.g., (2x ϩ y)/x2 can be “two x plus y over x squared” and “the sum of two x and y divided by the square of x”) (Hayden & Cuevas, 1990). So, language plays a large and important role in learning math. In this chapter, we will define academic language (also referred to as “academic Eng- lish”), discuss why academic language is challenging for ELs, and offer suggestions for how to effectively teach general academic language as well as the academic language specific to math. Finally, we also include specific academic word lists for the study of mathematics. -
Mathematics, Language and Translation Sundar Sarukkai
Document généré le 23 mai 2020 16:12 Meta Journal des traducteurs Mathematics, Language and Translation Sundar Sarukkai Volume 46, numéro 4, décembre 2001 Résumé de l'article La langue mathématique utilise la langue naturelle. Les symboles se URI : https://id.erudit.org/iderudit/004032ar rapportent eux aussi aux termes de la langue naturelle. Les textes DOI : https://doi.org/10.7202/004032ar mathématiques relèvent de combinaisons de symboles, de langue naturelle, de représentations graphiques, etc. Pour arriver à une lecture cohérente de ces Aller au sommaire du numéro textes, il faut passer par la traduction. Les mathématiques appliquées, comme la physique, passent continuellement d'une langue (et culture) à une autre, et par conséquent, elles sont mieux comprises quand elles relèvent du domaine Éditeur(s) de la traduction. Les Presses de l'Université de Montréal ISSN 0026-0452 (imprimé) 1492-1421 (numérique) Découvrir la revue Citer cet article Sarukkai, S. (2001). Mathematics, Language and Translation. Meta, 46 (4), 664–674. https://doi.org/10.7202/004032ar Tous droits réservés © Les Presses de l'Université de Montréal, 2001 Ce document est protégé par la loi sur le droit d’auteur. L’utilisation des services d’Érudit (y compris la reproduction) est assujettie à sa politique d’utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit. Érudit est un consortium interuniversitaire sans but lucratif composé de l’Université de Montréal, l’Université Laval et l’Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. -
Frege and the Logic of Sense and Reference
FREGE AND THE LOGIC OF SENSE AND REFERENCE Kevin C. Klement Routledge New York & London Published in 2002 by Routledge 29 West 35th Street New York, NY 10001 Published in Great Britain by Routledge 11 New Fetter Lane London EC4P 4EE Routledge is an imprint of the Taylor & Francis Group Printed in the United States of America on acid-free paper. Copyright © 2002 by Kevin C. Klement All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any infomration storage or retrieval system, without permission in writing from the publisher. 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Klement, Kevin C., 1974– Frege and the logic of sense and reference / by Kevin Klement. p. cm — (Studies in philosophy) Includes bibliographical references and index ISBN 0-415-93790-6 1. Frege, Gottlob, 1848–1925. 2. Sense (Philosophy) 3. Reference (Philosophy) I. Title II. Studies in philosophy (New York, N. Y.) B3245.F24 K54 2001 12'.68'092—dc21 2001048169 Contents Page Preface ix Abbreviations xiii 1. The Need for a Logical Calculus for the Theory of Sinn and Bedeutung 3 Introduction 3 Frege’s Project: Logicism and the Notion of Begriffsschrift 4 The Theory of Sinn and Bedeutung 8 The Limitations of the Begriffsschrift 14 Filling the Gap 21 2. The Logic of the Grundgesetze 25 Logical Language and the Content of Logic 25 Functionality and Predication 28 Quantifiers and Gothic Letters 32 Roman Letters: An Alternative Notation for Generality 38 Value-Ranges and Extensions of Concepts 42 The Syntactic Rules of the Begriffsschrift 44 The Axiomatization of Frege’s System 49 Responses to the Paradox 56 v vi Contents 3. -
Ordinal Numbers and the Well-Ordering Theorem Ken Brown, Cornell University, September 2013
Mathematics 4530 Ordinal numbers and the well-ordering theorem Ken Brown, Cornell University, September 2013 The ordinal numbers form an extension of the natural numbers. Here are the first few of them: 0; 1; 2; : : : ; !; ! + 1;! + 2;:::;! + ! =: !2;!2 + 1;:::;!3;:::;!2;:::: They go on forever. As soon as some initial segment of ordinals has been con- structed, a new one is adjoined that is bigger than all of them. The theory of ordinals is closely related to the theory of well-ordered sets (see Section 10 of Munkres). Recall that a simply ordered set X is said to be well- ordered if every nonempty subset Y has a smallest element, i.e., an element y0 such that y0 ≤ y for all y 2 Y . For example, the following sets are well-ordered: ;; f1g ; f1; 2g ; f1; 2; : : : ; ng ; f1; 2;::: g ; f1; 2;:::;!g ; f1; 2; : : : ; !; ! + 1g : On the other hand, Z is not well-ordered in its natural ordering. As the list of examples suggests, constructing arbitrarily large well-ordered sets is essentially the same as constructing the system of ordinal numbers. Rather than taking the time to develop the theory of ordinals, we will concentrate on well-ordered sets in what follows. Notation. In dealing with ordered sets in what follows we will often use notation such as X<x := fy 2 X j y < xg : A set of the form X<x is called a section of X. Well-orderings are useful because they allow proofs by induction: Induction principle. Let X be a well-ordered set and let Y be a subset. -
A Theory of Particular Sets, As It Uses Open Formulas Rather Than Sequents
A Theory of Particular Sets Paul Blain Levy, University of Birmingham June 14, 2019 Abstract ZFC has sentences that quantify over all sets or all ordinals, without restriction. Some have argued that sen- tences of this kind lack a determinate meaning. We propose a set theory called TOPS, using Natural Deduction, that avoids this problem by speaking only about particular sets. 1 Introduction ZFC has long been established as a set-theoretic foundation of mathematics, but concerns about its meaningfulness have often been raised. Specifically, its use of unrestricted quantifiers seems to presuppose an absolute totality of sets. The purpose of this paper is to present a new set theory called TOPS that addresses this concern by speaking only about particular sets. Though weaker than ZFC, it is adequate for a large amount of mathematics. To explain the need for a new theory, we begin in Section 2 by surveying some basic mathematical beliefs and conceptions. Section 3 presents the language of TOPS, and Section 4 the theory itself, using Natural Deduction. Section 5 adapts the theory to allow theorems with free variables. Related work is discussed in Section 6. While TOPS is by no means the first set theory to use restricted quantifiers in order to avoid assuming a totality of sets, it is the first to do so using Natural Deduction, which turns out to be very helpful. This is apparent when TOPS is compared to a previously studied system [26] that proves essentially the same sentences but includes an inference rule that (we argue) cannot be considered truth-preserving.