With the discovery of consistent non-Euclidean geometries, the a priori status of Euclidean proof was radically undermined. In response, philosophers proposed two revisionary interpretations of the practice: some argued that Euclidean proof is a purely formal system of deductive logic; others suggested that Euclidean reasoning is empirical, employing concepts derived from experience. I argue that both interpretations fail to capture the true nature of our geometrical thought. Euclidean proof is not a system of pure logic, but one in which our (...) grasp of the content of geometrical concepts plays a central role; moreover, our grasp of this content is a priori. (shrink)

In this paper, I critically discuss Frege’s philosophy of geometry with special emphasis on his position in The Foundations of Arithmetic of 1884. In Sect. 2, I argue that that what Frege calls faculty of intuition in his dissertation is probably meant to refer to a capacity of visualizing geometrical configurations structurally in a way which is essentially the same for most Western educated human beings. I further suggest that according to his Habilitationsschrift it is through spatial intuition that we (...) come to know the axioms of Euclidean geometry. In Sect. 3, I argue that Frege seems right in claiming in The Foundations, §14 that the synthetic nature of the Euclidean axioms follows from the fact that they are independent of one another and of the primitive laws of logic. If the former were dependent on the latter, they would be analytic in Frege’s sense of analyticity. But then they would not be independent of one another and due to their mutual provability would lose their status as axioms of Euclidean geometry, since according to Frege an axiom of a theory T is per definitionen unprovable in T. I further argue that only by invoking pure spatial intuition can Frege “explain” the epistemological status of the axioms of Euclidean geometry completely: their synthetic a priori nature. Finally, I argue that his view about independence in The Foundations, §14 seems to clash with his conception of independence in his mature period. In Sect. 4, I scrutinize Frege’s somewhat vague, but unduly neglected remarks in The Foundations, §26 on space, spatial intuition and the axioms of Euclidean geometry. I argue that for the sake of coherence Frege should have said unambiguously that space is objective, that it is independedent not only of our spatial intuition, but of our mental life altogether including our judgements about space, instead of encouraging the possible conjecture that in his view it contains an objective and a subjective component. I further argue that for Frege the objectivity of both space and the axioms of Euclidean geometry manifests itself in our universal and compulsory acknowledgement of the Euclidean axioms as true. I conclude Sect. 4 by arguing that there is a conflict between the subjectivity of our spatial intuitions as stressed in The Foundations, §26 and Frege’s thesis in his dissertation that the axioms of Euclidean geometry derive their validity from the nature of our faculty of intuition. To resolve this conflict, I propose that in the light of his avowed realism in The Foundations Frege could have replaced his early thesis by saying that although we come to know the axioms of Euclidean geometry through spatial intuition and are justified in acknowledging them as true on the basis of geometrical intuition, their truth is independent not only of the nature of our faculty of intuition and singular acts of intuition, but of our mental processes and activities in general, including the inner mental act of judging. In Sect. 5, I argue that Frege most likely did not adopt Kant’s method of acquiring geometrical knowledge via the ostensive construction of concepts in spatial intuition. In contrast to Kant, Frege holds that the axioms of three-dimensional Euclidean geometry express state of affairs about space obtaining independently of our spatial intuition. In Sect. 6, I conclude with a summarized assessment of Frege’s philosophy of geometry. (shrink)

Mistaken reasons for thinking diagrammatic proofs aren't rigorous are explored. The main result is that a confusion between the contents of a proof procedure (what's expressed by the referential elements in a proof procedure) and the unarticulated mathematical aspects of a proof procedure (how that proof procedure is enabled) gives the impression that diagrammatic proofs are less rigorous than language proofs. An additional (and independent) factor is treating the impossibility of naturally generalizing a diagrammatic proof procedure as an indication of (...) lack of rigor. (shrink)

Topological relations such as inside, outside, or intersection are ubiquitous to our spatial thinking. Here, we examined how people reason deductively with topological relations between points, lines, and circles in geometric diagrams. We hypothesized in particular that a counterexample search generally underlies this type of reasoning. We first verified that educated adults without specific math training were able to produce correct diagrammatic representations contained in the premisses of an inference. Our first experiment then revealed that subjects who correctly judged an (...) inference as invalid almost always produced a counterexample to support their answer. Noticeably, even if the counterexample always bore a certain level of similarity to the initial diagram, we observed that an object was more likely to be varied between the two drawings if it was present in the conclusion of the inference. Experiments 2 and 3 then directly probed counterexample search. While participants were asked to evaluate a conclusion on the basis of a given diagram and some premisses, we modulated the difficulty of reaching a counterexample from the diagram. Our results indicate that both decreasing the counterexample density and increasing the counterexample distance impaired reasoning performance. Taken together, our results suggest that a search procedure for counterexamples, which proceeds object‐wise, could underlie diagram‐based geometric reasoning. Transposing points, lines, and circles to our spatial environment, the present study may ultimately provide insights on how humans reason about topological relations between positions, paths, and regions. (shrink)

In this paper, we wish to explore the role that textual representations play in the creation of new mathematical objects. We do so by analyzing texts by Joseph-Louis Lagrange (1736–1813) and Évariste Galois (1811–1832), which are seen as central to the historical development of the mathematical concept of groups. In our analysis, we consider how the material features of representations relate to the changes in conceptualization that we see in the texts.Against this backdrop, we discuss the idea that new mathematical (...) concepts, in general, are increasingly abstract in the sense of being detached from material configurations. Our analysis supports the opposite view. We suggest that changes in the material aspects of textual representations (i.e., the actual graphic inscriptions) play an active and crucial role in conceptual change.We employ an analytical framework adapted from Bruno Latour’s 1999 account of intertwined material and representational practices in the empirical sciences. This approach facilitates a foregrounding of the interconnection between the conceptual development of mathematics, and the construction, (re-)configuration, and manipulation of the materiality of representations. Our analysis suggests that, in mathematical practice, distinctions between the material and structural features of representations are not permanent and absolute. This problematizes the appropriateness of the distinction between concrete inscriptions and abstract relations in understanding the development of mathematical concepts. (shrink)

In Plato's Phaedrus, Socrates offers two speeches, the first portraying madness as mere disease, the second celebrating madness as divine inspiration. Each speech is correct, says Socrates, though neither is complete. The two kinds of madness are like the left and right sides of a living body: no account that focuses on just one half can be adequate. In a recent paper, Hugh Benson gives a left-handed speech about a psychic condition endemic among mathematicians: dianoia. Benson acknowledges that his account (...) is one-sided, but only hints at the virtues of right-handed dianoia. This note sketches a somewhat fuller picture. (shrink)

The connection between understanding and explanation has recently been of interest to philosophers. Inglis and Mejía-Ramos (Synthese, 2019) propose that within mathematics, we should accept a functional account of explanation that characterizes explanations as those things that produce understanding. In this paper, I start with the assumption that this view of mathematical explanation is correct and consider what we can consequently learn about mathematical explanation. I argue that this view of explanation suggests that we should shift the question of explanation (...) away from why-questions and towards a “what’s going on here” question. Additionally, I argue that when we recognize the connection between understanding and explanation we naturally see how more than just proof can be explanatory. I expand this point by detailing how definitions and diagrams can be explanatory. In all, we see that when we take seriously the connection between understanding and explanation, we get a better sense of how explanation arises within mathematics. (shrink)

We argue against the claim that the employment of diagrams in Euclidean geometry gives rise to gaps in the proofs. First, we argue that it is a mistake to evaluate its merits through the lenses of Hilbert’s formal reconstruction. Second, we elucidate the abilities employed in diagram-based inferences in the Elements and show that diagrams are mathematically reputable tools. Finally, we complement our analysis with a review of recent experimental results purporting to show that, not only is the Euclidean diagram-based (...) practice strictly regimented, it is rooted in cognitive abilities that are universally shared. (shrink)