The Meaning of Mathematics Eric C.R
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Formalism Or “The Regime of Truth”: a Reading of Adrienne Rich’S
International Journal of Linguistics and Literature (IJLL) ISSN 2319-3956 Vol. 2, Issue 4, Sep 2013, 19-28 © IASET FORMALISM OR “THE REGIME OF TRUTH”: A READING OF ADRIENNE RICH’S A CHANGE OF WORLD NAHID MOHAMMADI Department of English Language and Literature, Alzahra University, Tehran, Iran ABSTRACT Formalism in Adrienne Rich‟s first book, A Change of World, has attracted different critics and scholars so far. In their interpretations, it seems that they have taken it for granted that Adrienne Rich was a formalist. But none of them has ever presented the cause for the emergence of formalism in Adrienne Rich‟s early poetry. In this paper, I draw upon Michel Foucault‟s theory of “repressive power” and demonstrate that formalism was actually “the regime of truth” which determined „true/false‟ poetry for the young poet and excluded some poetic discourses and permitted only some particular ones to come into being in her first book. KEYWORDS: Adrienne Rich, A Change of World, Formalism, Michel Foucault, Discourse Analysis, Repressive Power, Exclusion, Truth, The Regime of Truth INTRODUCTION Almost all critics of Adrienne Rich‟s poetry agree that her early poems in A Change of World (1951) have been the poet‟s practice of distancing devices of modernist formalism which was dominant among the poets in the United States in the 1950s. Trudi Dawne Witonsky, who has examined Adrienne Rich‟s works in terms of Paulo Freire‟s theory of praxis1, admits that, in her early poetry, Rich wrote under the doctrine of New Critical formalism. She goes further and states that Rich‟s transition from formalism in her early poetry to feminism in her later volumes happens because of the „inadequacy of formalist‟ theory (Witonsky)2. -
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. -
From Frames to Inference
From Frames to Inference Nancy Chang, Srini Narayanan, and Miriam R.L. Petruck International Computer Science Institute 1947 Center St., Suite 600, Berkeley, CA 94704 nchang,miriamp,snarayan ¡ @icsi.berkeley.edu Abstract money ($1000) to another (Jerry) in exchange for some goods (a car) – but differ in the perspective This paper describes a computational they impose on the scene. formalism that captures structural rela- The shared inferential structure of verbs like buy tionships among participants in a dy- and sell is captured in FrameNet by the COMMERCE namic scenario. This representation is frame, which is associated with a set of situational used to describe the internal structure of roles, or frame elements (FEs), corresponding to FrameNet frames in terms of parameters event participants and props. These FEs are used for active event simulations. We apply our as annotation tags for sentences like those in (1), formalism to the commerce domain and yielding, for example: show how it provides a flexible means of handling linguistic perspective and other Buyer Goods challenges of semantic representation. (2) a. [Chuck] bought [a car] [from Jerry]Seller [for $1000]Payment. 1 Introduction b. [Jerry]Seller sold [a car]Goods [to Chuck]Buyer [for $1000]Payment. The development of lexical semantic resources is widely recognized as a prerequisite to progress in FE tags act as a shorthand that allows diverse verbs scalable natural language understanding. One of the to tap into a common subset of encyclopedic knowl- most semantically sophisticated efforts in this direc- edge. Moreover, regularities in the set of FEs real- tion is FrameNet (Baker et al., 1998; Fillmore et al., ized with specific lexical items can be taken as cor- 2001), an online lexical resource1 designed accord- related with their favored perspective. -
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. -
Formalism and Realism in Ruins (Mapping the Logics of Collapse)
University of Colorado Law School Colorado Law Scholarly Commons Articles Colorado Law Faculty Scholarship 2009 Formalism and Realism in Ruins (Mapping the Logics of Collapse) Pierre Schlag University of Colorado Law School Follow this and additional works at: https://scholar.law.colorado.edu/articles Part of the Jurisprudence Commons, and the Law and Politics Commons Citation Information Pierre Schlag, Formalism and Realism in Ruins (Mapping the Logics of Collapse), 95 Iowa L. Rev. 195 (2009) (reprinted with permission), available at . Copyright Statement Copyright protected. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. Permission to publish or reproduce is required. This Article is brought to you for free and open access by the Colorado Law Faculty Scholarship at Colorado Law Scholarly Commons. It has been accepted for inclusion in Articles by an authorized administrator of Colorado Law Scholarly Commons. For more information, please contact [email protected]. +(,121/,1( Citation: 95 Iowa L. Rev. 195 2009-2010 Provided by: William A. Wise Law Library Content downloaded/printed from HeinOnline Thu Mar 2 17:47:48 2017 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: Copyright Information Formalism and Realism in Ruins (Mapping the Logics of Collapse) PierreSchlag* ABSTRACT: After laying out a conventional account of the formalism vs. -
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. -
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. -
Mechanism, Mentalism, and Metamathematics Synthese Library
MECHANISM, MENTALISM, AND METAMATHEMATICS SYNTHESE LIBRARY STUDIES IN EPISTEMOLOGY, LOGIC, METHODOLOGY, AND PHILOSOPHY OF SCIENCE Managing Editor: JAAKKO HINTIKKA, Florida State University Editors: ROBER T S. COHEN, Boston University DONALD DAVIDSON, University o/Chicago GABRIEL NUCHELMANS, University 0/ Leyden WESLEY C. SALMON, University 0/ Arizona VOLUME 137 JUDSON CHAMBERS WEBB Boston University. Dept. 0/ Philosophy. Boston. Mass .• U.S.A. MECHANISM, MENT ALISM, AND MET AMA THEMA TICS An Essay on Finitism i Springer-Science+Business Media, B.V. Library of Congress Cataloging in Publication Data Webb, Judson Chambers, 1936- CII:J Mechanism, mentalism, and metamathematics. (Synthese library; v. 137) Bibliography: p. Includes indexes. 1. Metamathematics. I. Title. QA9.8.w4 510: 1 79-27819 ISBN 978-90-481-8357-9 ISBN 978-94-015-7653-6 (eBook) DOl 10.1007/978-94-015-7653-6 All Rights Reserved Copyright © 1980 by Springer Science+Business Media Dordrecht Originally published by D. Reidel Publishing Company, Dordrecht, Holland in 1980. Softcover reprint of the hardcover 1st edition 1980 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any informational storage and retrieval system, without written permission from the copyright owner TABLE OF CONTENTS PREFACE vii INTRODUCTION ix CHAPTER I / MECHANISM: SOME HISTORICAL NOTES I. Machines and Demons 2. Machines and Men 17 3. Machines, Arithmetic, and Logic 22 CHAPTER II / MIND, NUMBER, AND THE INFINITE 33 I. The Obligations of Infinity 33 2. Mind and Philosophy of Number 40 3. Dedekind's Theory of Arithmetic 46 4. -
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. -
Aesthetic Formalism, Reactions and Solutions
Hekmat va Falsafe (Wisdom and Philosophy) vol.6, no.4, 2011, pp. 101-112 Aesthetic Formalism, Reactions and Solutions Khosrow Bagheri Noaparast Mohammad Zoheir Bagheri Noaparast Abstract It seems necessary to introduce the basic concepts used in this article i.e. formalism, anti-formalism and moderate formalism. Formalists believe that the aesthetic appreciation of an artwork generally involves an attentive awareness of its sensory or perceptual qualities and does not require knowledge about its non-perceptual properties. Anti-formalists on the other hand hold that none of the aesthetic properties in a work of art are formal. A number of philosophers have recently advocated a more moderate formalism. According to this view, although not all aesthetic qualities are formal, many are, and some artworks possess only formal aesthetic qualities. The quarrel among these three rival views concerns what sort of knowledge, if any, is required for appropriate aesthetic appreciation of an artwork. In what follows, we will give a brief exposition of these three viewpoints. Subsequently, we will give our preferred position with regard to these views. Keywords: Aesthetic formalism, anti-formalism, aesthetics, Nick Zangwill. 101 1. Formalism, anti-formalism and moderate formalism Before getting involved with the details of the three viewpoints, it seems necessary to introduce the notions of aesthetic and non-aesthetic properties and formal and non- formal properties. Observable properties are properties that can make a difference in our perceptual experience of the artwork. In contrast, non-observable properties refer to instances such as the artist‟s intention, the artist‟s love life, the artist‟s mental health, the artwork‟s history.