The purpose of this paper is to reassess some mathematical examples in Plato’s dialogues which at a first glance may appear to be nothing more than trivial puzzles. In order to provide the necessary background for this analysis, I shall begin by sketching a brief overview of Plato’s mathematical passages and discuss the criteria for aptly selecting them. Second, I shall explain what I mean by ‘mathematical examples,’ and reflect on their function in light of the discussion on παραδείγματα outlined (...) in the Sophist and the Statesman. Against this framework, I shall move to a close examination of specific examples drawn from the Theaetetus (154c–55d), the Republic (523c–24d), and the Phaedo (96d–97b, 100e–101d). By placing these examples in the broader context of pre-Euclidean mathematics, I shall show that their mathematical content is often less elementary than might appear at first sight. Moreover, by placing emphasis on the specific philosophical concerns that motivated their introduction, I shall argue that the examples are not merely nonsensical jokes. Even if their illustrative purpose is not always immediately clear, and even if they can sound playful and bizarre, they in fact fulfil an important function: by virtue of their power to generate wonder or confusion, they serve as exercises and act as a trigger with respect to the difficult philosophical issues they are intended to clarify. (shrink)

I identify two reasons for believing in the objectivity of mathematical knowledge: apparent objectivity and applications in science. Focusing on arithmetic, I analyze platonism and cognitive nativism in terms of explaining these two reasons. After establishing that both theories run into difficulties, I present an alternative epistemological account that combines the theoretical frameworks of enculturation and cumulative cultural evolution. I show that this account can explain why arithmetical knowledge appears to be objective and has scientific applications. Finally, I will argue (...) that, while this account is compatible with platonist metaphysics, it does not require postulating mind-independent mathematical objects. (shrink)

This paper surveys central justifications and approaches adopted by educators interested in incorporating history of mathematics into mathematics teaching and learning. This interest itself has historical roots and different historical manifestations; these roots are examined as well in the paper. The paper also asks what it means for history of mathematics to be treated as genuine historical knowledge rather than a tool for teaching other kinds of mathematical knowledge. If, however, history of mathematics is not subordinated to the ideas and (...) methods at the heart of the usual mathematical curriculum – algebraic equations, functions, derivatives, analytic geometry – if it becomes an essential subject for mathematics, then the attempt to find a place for history of mathematics requires refining our understanding of the nature of mathematics education itself. Thus, the paper asks not only how can history of mathematics be incorporated into mathematics education but also how the idea of mathematics education may need to be adjusted to accommodate history. (shrink)

L’article met en lumière la continuité intellectuelle de l’Académie à propos d’une question précise, les rapports entre philosophie et géométrie. On soutient d’abord que, dans les livres VI-VII de la République, Platon ne cherche pas à réformer les pratiques des géomètres mais identifie les contraintes incontournables de leurs raisonnements (constructions, hypothèses), qui constituent et limitent leur objectivité. On montre ensuite que cette analyse constitue le cadre des réflexions académiciennes ultérieures sur la géométrie. Speusippe reprend et développe l’analyse platonicienne des constructions (...) géométriques, qui est appliquée (de Speusippe à Crantor) à la cosmologie et même à la doctrine des principes, afin d’expliquer comment elles saisissent leurs objets éternels depuis le devenir, de manière indirecte. Si la Nouvelle Académie d’Arcésilas et de Carnéade critique les mathématiques, on fait l’hypothèse qu’il s’agissait pour elle – dans le contexte des débats philosophiques hellénistiques sur les usages des mathématiques –, de rappeler les limites de leur objectivité contre toute idéalisation dogmatique de la méthode géométrique. (shrink)