The Crisis in the Foundations of Mathematics
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Weyl's Predicative Classical Mathematics As a Logic-Enriched
Weyl’s Predicative Classical Mathematics as a Logic-Enriched Type Theory? Robin Adams and Zhaohui Luo Dept of Computer Science, Royal Holloway, Univ of London {robin,zhaohui}@cs.rhul.ac.uk Abstract. In Das Kontinuum, Weyl showed how a large body of clas- sical mathematics could be developed on a purely predicative founda- tion. We present a logic-enriched type theory that corresponds to Weyl’s foundational system. A large part of the mathematics in Weyl’s book — including Weyl’s definition of the cardinality of a set and several re- sults from real analysis — has been formalised, using the proof assistant Plastic that implements a logical framework. This case study shows how type theory can be used to represent a non-constructive foundation for mathematics. Key words: logic-enriched type theory, predicativism, formalisation 1 Introduction Type theories have proven themselves remarkably successful in the formalisation of mathematical proofs. There are several features of type theory that are of particular benefit in such formalisations, including the fact that each object carries a type which gives information about that object, and the fact that the type theory itself has an inbuilt notion of computation. These applications of type theory have proven particularly successful for the formalisation of intuitionistic, or constructive, proofs. The correspondence between terms of a type theory and intuitionistic proofs has been well studied. The degree to which type theory can be used for the formalisation of other notions of proof has been investigated to a much lesser degree. There have been several formalisations of classical proofs by adapting a proof checker intended for intuitionistic mathematics, say by adding the principle of excluded middle as an axiom (such as [Gon05]). -
On Mathematical Problem Posing*
On Mathematical Problem Posing* EDWARD A. SILVER In mathematics classes at all levels of schooling in all itself an exercise in exploring, conjecturing, examining, and countries of the world, students can be observed solving testing-all aspects of problem solving .. 1 asks should be problems .. The quality and authenticity of these mathemat created and presented that are accessible to students and ics problems has been the subject of many discussions and ~xtend their knowledge of mathematics and problem solv debates in recent years. Much of this attention has resulted ing. Students should be given opportunities to formulate in a rich, more diverse collection of problems being incor problems from given situations and create new problems by porated into school mathematics curricula. Although the modifying the conditions of a given problem [NCIM, problems themselves have received much scrutiny, less 1991, p. 95] attention has been paid to diversifying the sources for the Despite this interest, however, there is no coherent, com problems that students are asked to consider in school Stu prehensive account of problem posing as a prut of mathe dents are almost always asked to solve only the problems matics curriculum and instruction nor has there been sys that have been presented by a teacher or a textbook Stu tematic research on mathematical problem posing [Kil dents are rarely, if ever, given opportunities to pose in patrick, 1987] For the past several years, I have been some public way their own mathematics problems. Tradi working with colleagues and students on a number of tional transmission/reception models of mathematics investigations into various aspects of problem posing . -
Ludwig.Wittgenstein.-.Philosophical.Investigations.Pdf
PHILOSOPHICAL INVESTIGATIONS By LUDWIG WITTGENSTEIN Translated by G. E. M. ANSCOMBE BASIL BLACKWELL TRANSLATOR'S NOTE Copyright © Basil Blackwell Ltd 1958 MY acknowledgments are due to the following, who either checked First published 1953 Second edition 1958 the translation or allowed me to consult them about German and Reprint of English text alone 1963 Austrian usage or read the translation through and helped me to Third edition of English and German text with index 1967 improve the English: Mr. R. Rhees, Professor G. H. von Wright, Reprint of English text with index 1968, 1972, 1974, 1976, 1978, Mr. P. Geach, Mr. G. Kreisel, Miss L. Labowsky, Mr. D. Paul, Miss I. 1981, 1986 Murdoch. Basil Blackwell Ltd 108 Cowley Road, Oxford, OX4 1JF, UK All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be NOTE TO SECOND EDITION reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or THE text has been revised for the new edition. A large number of otherwise, without the prior permission of the publisher. small changes have been made in the English text. The following passages have been significantly altered: Except in the United States of America, this book is sold to the In Part I: §§ 108, 109, 116, 189, 193, 251, 284, 352, 360, 393,418, condition that it shall not, by way of trade or otherwise, be lent, re- 426, 442, 456, 493, 520, 556, 582, 591, 644, 690, 692. -
Starting the Dismantling of Classical Mathematics
Australasian Journal of Logic Starting the Dismantling of Classical Mathematics Ross T. Brady La Trobe University Melbourne, Australia [email protected] Dedicated to Richard Routley/Sylvan, on the occasion of the 20th anniversary of his untimely death. 1 Introduction Richard Sylvan (n´eRoutley) has been the greatest influence on my career in logic. We met at the University of New England in 1966, when I was a Master's student and he was one of my lecturers in the M.A. course in Formal Logic. He was an inspirational leader, who thought his own thoughts and was not afraid to speak his mind. I hold him in the highest regard. He was very critical of the standard Anglo-American way of doing logic, the so-called classical logic, which can be seen in everything he wrote. One of his many critical comments was: “G¨odel's(First) Theorem would not be provable using a decent logic". This contribution, written to honour him and his works, will examine this point among some others. Hilbert referred to non-constructive set theory based on classical logic as \Cantor's paradise". In this historical setting, the constructive logic and mathematics concerned was that of intuitionism. (The Preface of Mendelson [2010] refers to this.) We wish to start the process of dismantling this classi- cal paradise, and more generally classical mathematics. Our starting point will be the various diagonal-style arguments, where we examine whether the Law of Excluded Middle (LEM) is implicitly used in carrying them out. This will include the proof of G¨odel'sFirst Theorem, and also the proof of the undecidability of Turing's Halting Problem. -
A Quasi-Classical Logic for Classical Mathematics
Theses Honors College 11-2014 A Quasi-Classical Logic for Classical Mathematics Henry Nikogosyan University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/honors_theses Part of the Logic and Foundations Commons Repository Citation Nikogosyan, Henry, "A Quasi-Classical Logic for Classical Mathematics" (2014). Theses. 21. https://digitalscholarship.unlv.edu/honors_theses/21 This Honors Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Honors Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Honors Thesis has been accepted for inclusion in Theses by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. A QUASI-CLASSICAL LOGIC FOR CLASSICAL MATHEMATICS By Henry Nikogosyan Honors Thesis submitted in partial fulfillment for the designation of Departmental Honors Department of Philosophy Ian Dove James Woodbridge Marta Meana College of Liberal Arts University of Nevada, Las Vegas November, 2014 ABSTRACT Classical mathematics is a form of mathematics that has a large range of application; however, its application has boundaries. In this paper, I show that Sperber and Wilson’s concept of relevance can demarcate classical mathematics’ range of applicability by demarcating classical logic’s range of applicability. -
Mathematical Languages Shape Our Understanding of Time in Physics Physics Is Formulated in Terms of Timeless, Axiomatic Mathematics
comment Corrected: Publisher Correction Mathematical languages shape our understanding of time in physics Physics is formulated in terms of timeless, axiomatic mathematics. A formulation on the basis of intuitionist mathematics, built on time-evolving processes, would ofer a perspective that is closer to our experience of physical reality. Nicolas Gisin n 1922 Albert Einstein, the physicist, met in Paris Henri Bergson, the philosopher. IThe two giants debated publicly about time and Einstein concluded with his famous statement: “There is no such thing as the time of the philosopher”. Around the same time, and equally dramatically, mathematicians were debating how to describe the continuum (Fig. 1). The famous German mathematician David Hilbert was promoting formalized mathematics, in which every real number with its infinite series of digits is a completed individual object. On the other side the Dutch mathematician, Luitzen Egbertus Jan Brouwer, was defending the view that each point on the line should be represented as a never-ending process that develops in time, a view known as intuitionistic mathematics (Box 1). Although Brouwer was backed-up by a few well-known figures, like Hermann Weyl 1 and Kurt Gödel2, Hilbert and his supporters clearly won that second debate. Hence, time was expulsed from mathematics and mathematical objects Fig. 1 | Debating mathematicians. David Hilbert (left), supporter of axiomatic mathematics. L. E. J. came to be seen as existing in some Brouwer (right), proposer of intuitionist mathematics. Credit: Left: INTERFOTO / Alamy Stock Photo; idealized Platonistic world. right: reprinted with permission from ref. 18, Springer These two debates had a huge impact on physics. -
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Advances in Social Science, Education and Humanities Research, volume 104 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017) Development of Learning Devices Oriented Problem Based Learning to Increase Student’s Combinatorial Thinking in Mathematical Problem Solving Ability Ammamiarihta Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Corresponding Email: [email protected] Edi Syahputra Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Edy Surya Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Abstract–This research study is research and students, and learn the initial knowledge of students, all this development learning devices. This study aimed to describe will unravel its implementation in the learning device[1]. how the validity, practically, and effectiveness of learning Learning devices should not only provide materials devices oriented of problem based learning which is developed instantly, but be able to lead students to the ability to and knowing about increase students’ combinatorial thinking understand learned concepts. It aims to determine the extent in mathematical problem solving ability after using learning to which learning devices have been presented, what devices which is developed. The product that produce in this indicators to be achieved, to how the follow-up will be done study is lesson plan, handbook’s teacher, student’s book, and by the teacher. worksheet. Learning devices development using 4D model which developed by Thiagarajan, Semmel and Semmel with In the development of quality learning devices need four step, that is define, design, develop and disseminate. This an assessment of products developed. In order to make the study was conducted in two trials in two different class . -
The Development of Mathematical Logic from Russell to Tarski: 1900–1935
The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu Richard Zach Calixto Badesa The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu (University of California, Berkeley) Richard Zach (University of Calgary) Calixto Badesa (Universitat de Barcelona) Final Draft—May 2004 To appear in: Leila Haaparanta, ed., The Development of Modern Logic. New York and Oxford: Oxford University Press, 2004 Contents Contents i Introduction 1 1 Itinerary I: Metatheoretical Properties of Axiomatic Systems 3 1.1 Introduction . 3 1.2 Peano’s school on the logical structure of theories . 4 1.3 Hilbert on axiomatization . 8 1.4 Completeness and categoricity in the work of Veblen and Huntington . 10 1.5 Truth in a structure . 12 2 Itinerary II: Bertrand Russell’s Mathematical Logic 15 2.1 From the Paris congress to the Principles of Mathematics 1900–1903 . 15 2.2 Russell and Poincar´e on predicativity . 19 2.3 On Denoting . 21 2.4 Russell’s ramified type theory . 22 2.5 The logic of Principia ......................... 25 2.6 Further developments . 26 3 Itinerary III: Zermelo’s Axiomatization of Set Theory and Re- lated Foundational Issues 29 3.1 The debate on the axiom of choice . 29 3.2 Zermelo’s axiomatization of set theory . 32 3.3 The discussion on the notion of “definit” . 35 3.4 Metatheoretical studies of Zermelo’s axiomatization . 38 4 Itinerary IV: The Theory of Relatives and Lowenheim’s¨ Theorem 41 4.1 Theory of relatives and model theory . 41 4.2 The logic of relatives . -
An Unexplored Aspect of Following a Rule by Rachael Elizabeth Driver
An Unexplored Aspect of Following a Rule by Rachael Elizabeth Driver Bachelor of Science, University of New South Wales, 2001 Bachelor of Liberal Studies (Honours), University of Sydney, 2006 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2020 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Rachael Elizabeth Driver It was defended on July 27, 2020 and approved by Robert Batterman, Distinguished Professor of Philosophy Warren Goldfarb, Walter Beverly Pearson Professor of Modern Mathematics and Mathematical Logic, Harvard University Erica Shumener, Assistant Professor of Philosophy Dissertation Co-Directors: Thomas Ricketts, Professor of Philosophy Mark Wilson, Distinguished Professor of Philosophy ii Copyright © by Rachael Elizabeth Driver 2020 iii An Unexplored Aspect of Following a Rule Rachael Elizabeth Driver, PhD University of Pittsburgh, 2020 Though Wittgenstein has been most often identified as opposing Platonism in his writings about mathematics, I argue that Wittgenstein’s radical contextualism about mathematics finds its most natural opponent not in Platonism, but in a variety of formalism. One of Wittgenstein’s obvious formalist targets is his colleague the mathematician G. H. Hardy. If we discard this—still influential—picture of mathematics and replace it with a more nuanced account of mathematical activity as exemplified in the metamathematical thinking of the nineteenth century mathematician Augustus De Morgan, the example of the wayward pupil takes on a different significance. Against a more complex background, the wayward pupil can be reinterpreted as representing an exemplar of mathematical discovery. -
Wittgenstein on Rules and Private Language
SAUL A. KRIPKE Wittgenstein on Rules and Private Language An Elementary Exposition Harvard University Press Cambridge, Massachusetts Contents Copyright © 1982 by Saul A. Kripke All rights reserved Preface Vll EIGHTH PRINTING, 1995 1 Introductory 1 Printed in the United States of America 2 The Wittgensteinian Paradox 7 3 The Solution and the 'Private Language' Argument 55 Postscript Wittgenstein and Other Minds Library ofCongress Cataloging in Publication Data 114 Index Kripke, Saul A., 1940- 147 Wittgenstein on rules and private language. Includes bibliographical references and index. Wittgenstein, Ludwig, 1889-1951. I. Title B3376.W564K74 192 81-20070 AACR2 ISBN 0-674-95401-7 (paper) - To my parents Preface The main part ofthis work has been delivered at various places as lectures, series oflectures, or seminars. It constitutes, as I say, 'an elementary exposition' ofwhat I take to be the central thread of Wittgenstein's later work on the philosophy of language and the philosophy of mathematics, including my interpretation of the 'private language argument', which on my view is principally to be explicated in terms ofthe problem of 'following a rule'. A postscript presents another problem Wittgenstein saw in the conception ofprivate language, which leads to a discussion of some aspects of his views on the problem ofother minds. Since I stress the strong connection in Wittgenstein's later philosophy between the philosophy of psychology and the philosophy of mathematics, I had hoped to add a second postscript on the philosophy ofmathematics. Time has not permitted this, so for the moment the basic remarks on philosophy ofmathematics in the main text must suffice. -
From Constructive Mathematics to Computable Analysis Via the Realizability Interpretation
From Constructive Mathematics to Computable Analysis via the Realizability Interpretation Vom Fachbereich Mathematik der Technischen Universit¨atDarmstadt zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften (Dr. rer. nat.) genehmigte Dissertation von Dipl.-Math. Peter Lietz aus Mainz Referent: Prof. Dr. Thomas Streicher Korreferent: Dr. Alex Simpson Tag der Einreichung: 22. Januar 2004 Tag der m¨undlichen Pr¨ufung: 11. Februar 2004 Darmstadt 2004 D17 Hiermit versichere ich, dass ich diese Dissertation selbst¨andig verfasst und nur die angegebenen Hilfsmittel verwendet habe. Peter Lietz Abstract Constructive mathematics is mathematics without the use of the principle of the excluded middle. There exists a wide array of models of constructive logic. One particular interpretation of constructive mathematics is the realizability interpreta- tion. It is utilized as a metamathematical tool in order to derive admissible rules of deduction for systems of constructive logic or to demonstrate the equiconsistency of extensions of constructive logic. In this thesis, we employ various realizability mod- els in order to logically separate several statements about continuity in constructive mathematics. A trademark of some constructive formalisms is predicativity. Predicative logic does not allow the definition of a set by quantifying over a collection of sets that the set to be defined is a member of. Starting from realizability models over a typed version of partial combinatory algebras we are able to show that the ensuing models provide the features necessary in order to interpret impredicative logics and type theories if and only if the underlying typed partial combinatory algebra is equivalent to an untyped pca. It is an ongoing theme in this thesis to switch between the worlds of classical and constructive mathematics and to try and use constructive logic as a method in order to obtain results of interest also for the classically minded mathematician. -
Problem Posing As a Means for Developing Mathematical
PROBLEM POSING AS A MEANS FOR DEVELOPING MATHEMATICAL KNOWLEDGE OF PROSPECTIVE TEACHERS Ilana Lavy and Atara Shriki Emek Yezreel Academic College / Oranim Academic College of Education Abstract In the present study we aim at exploring the development of mathematical knowledge and problem solving skills of prospective teachers as result of their engagement in problem posing activity. Data was collected through the prospective teachers’ reflective portfolios and weekly class discussions. Analysis of the data shows that the prospective teachers developed their ability to examine definition and attributes of mathematical objects, connections among mathematical objects, and validity of an argument. However, they tend to focus on common posed problems, being afraid of their inability to prove their findings. This finding suggests that overemphasizing the importance of providing a formal proof prevents the development of inquiry abilities. Introduction Problem posing (PP) is recognized as an important component of mathematics teaching and learning (NCTM, 2000). In order that teachers will gain the knowledge and the required confidence for incorporating PP activities in their classes, they have to experience it first. While experiencing PP they will acknowledge its various benefits. Hence such an experience should start by the time these teachers are being qualified towards their profession. Therefore, while working with prospective teachers (PT) we integrate activities of PP into their method courses. In addition, accompanying the process with reflective writing might make the PT be more aware to the processes they are going through (Campbell et al, 1997), and as a result increase the plausibility that the PT will internalize the effect of the processes that are involved in PP activities.