Brown Tackles Important New As Well As Enduring Questions in the Mathematical Sciences
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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 . -
Paradox Philosophy
Paradox Philosophy Course at Akita International University Philipp Blum, University of Lucerne, [email protected] https://philipp.philosophie.ch/teaching/paradoxes20.html Summary of the course, version of February 17, 2020 Contents 1 Administrative info 2 2 What is a paradox? 3 3 Mathematical Paradoxes 4 3.1 Things and their groupings .............................. 4 3.2 Cantor and modern set theory ............................ 4 3.3 Frege’s definition of number and Russell’s paradox ................. 6 4 Physical Paradoxes 7 4.1 Zeno’s paradoxes .................................... 7 4.2 Not easily solved by the modern calculus ....................... 9 4.3 Whitehead’s lesson: becoming is not continuous ................... 9 4.4 Russell’s lesson: the at-at theory of motion ..................... 10 4.5 Black’s lesson: the problem of hypertasks ...................... 11 4.6 Background 1: the line and the points ........................ 11 4.7 Background 2: the metaphysics of persistence and the problem of change . 12 5 Semantic Paradoxes 13 5.1 Truth and Falsity .................................... 13 5.2 The Liar ......................................... 14 5.3 The Strengthened Liar ................................. 15 5.4 A Spicy Curry ..................................... 15 5.5 Having fun with liars and curries ........................... 16 5.6 The Sorites paradox .................................. 17 6 Paradoxes of Rationality 18 6.1 Surprise Exam ..................................... 18 6.2 Prisoners’ Dilemma .................................. -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
Philosophy of Science Reading List
Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J. -
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I The Department, in partnership with Louisiana Public Broadcasting (LPB), Illustrative Math (IM), and SchoolKit selected 20 of the critical lessons in each grade level to broadcast on LPB in July of 2020. These lessons along with a few others are still available on demand on the SchoolKit website. To ensure accessibility for students with disabilities, all recorded on-demand videos are available with closed captioning and audio description. Updated on August 6, 2020 Video Lessons for Illustrative Math Grades 6-8 and Algebra I Background Information: Lessons were identified using the following criteria: 1. the most critical content of the grade level 2. content that many students missed due to school closures in the 2019-20 school year These lessons constitute only a portion of the critical lessons in each grade level. These lessons are available at the links below: • Grade 6: http://schoolkitgroup.com/video-grade-6/ • Grade 7: http://schoolkitgroup.com/video-grade-7/ • Grade 8: http://schoolkitgroup.com/video-grade-8/ • Algebra I: http://schoolkitgroup.com/video-algebra/ The tables below contain information on each of the lessons available for on-demand viewing with links to individual lessons embedded for each grade level. • Grade 6 Video Lesson List • Grade 7 Video Lesson List • Grade 8 Video Lesson List • Algebra I Video Lesson List Video Lessons for Illustrative Math Grades 6-8 and Algebra I Grade 6 Video Lesson List 6th Grade Illustrative Mathematics Units 2, 3, -
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. -
History of Mathematics
History of Mathematics James Tattersall, Providence College (Chair) Janet Beery, University of Redlands Robert E. Bradley, Adelphi University V. Frederick Rickey, United States Military Academy Lawrence Shirley, Towson University Introduction. There are many excellent reasons to study the history of mathematics. It helps students develop a deeper understanding of the mathematics they have already studied by seeing how it was developed over time and in various places. It encourages creative and flexible thinking by allowing students to see historical evidence that there are different and perfectly valid ways to view concepts and to carry out computations. Ideally, a History of Mathematics course should be a part of every mathematics major program. A course taught at the sophomore-level allows mathematics students to see the great wealth of mathematics that lies before them and encourages them to continue studying the subject. A one- or two-semester course taught at the senior level can dig deeper into the history of mathematics, incorporating many ideas from the 19th and 20th centuries that could only be approached with difficulty by less prepared students. Such a senior-level course might be a capstone experience taught in a seminar format. It would be wonderful for students, especially those planning to become middle school or high school mathematics teachers, to have the opportunity to take advantage of both options. We also encourage History of Mathematics courses taught to entering students interested in mathematics, perhaps as First Year or Honors Seminars; to general education students at any level; and to junior and senior mathematics majors and minors. Ideally, mathematics history would be incorporated seamlessly into all courses in the undergraduate mathematics curriculum in addition to being addressed in a few courses of the type we have listed. -
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. -
The Etienne Gilson Series 21
The Etienne Gilson Series 21 Remapping Scholasticism by MARCIA L. COLISH 3 March 2000 Pontifical Institute of Mediaeval Studies This lecture and its publication was made possible through the generous bequest of the late Charles J. Sullivan (1914-1999) Note: the author may be contacted at: Department of History Oberlin College Oberlin OH USA 44074 ISSN 0-708-319X ISBN 0-88844-721-3 © 2000 by Pontifical Institute of Mediaeval Studies 59 Queen’s Park Crescent East Toronto, Ontario, Canada M5S 2C4 Printed in Canada nce upon a time there were two competing story-lines for medieval intellectual history, each writing a major role for scholasticism into its script. Although these story-lines were O created independently and reflected different concerns, they sometimes overlapped and gave each other aid and comfort. Both exerted considerable influence on the way historians of medieval speculative thought conceptualized their subject in the first half of the twentieth cen- tury. Both versions of the map drawn by these two sets of cartographers illustrated what Wallace K. Ferguson later described as “the revolt of the medievalists.”1 One was confined largely to the academy and appealed to a wide variety of medievalists, while the other had a somewhat narrower draw and reflected political and confessional, as well as academic, concerns. The first was the anti-Burckhardtian effort to push Renaissance humanism, understood as combining a knowledge and love of the classics with “the discovery of the world and of man,” back into the Middle Ages. The second was inspired by the neo-Thomist revival launched by Pope Leo XIII, and was inhabited almost exclusively by Roman Catholic scholars.