Danielle Macbeth offers a new account of mathematical practice as a mode of inquiry into objective truth, and argues that understanding the nature of mathematical practice provides us with the resources to develop a radically new conception of ourselves and our capacity for knowledge of objective truth.

Euclidean diagrammatic reasoning refers to the diagrammatic inferential practice that originated in the geometrical proofs of Euclid’s Elements. A seminal philosophical analysis of this practice by Manders (‘The Euclidean diagram’, 2008) has revealed that a systematic method of reasoning underlies the use of diagrams in Euclid’s proofs, leading in turn to a logical analysis aiming to capture this method formally via proof systems. The central premise of this paper is that our understanding of Euclidean diagrammatic reasoning can be fruitfully advanced (...) by confronting these logical and philosophical analyses with the field of cognitive science. Surprisingly, central aspects of the philosophical and logical analyses resonate in very natural ways with research topics in mathematical cognition, spatial cognition and the psychology of reasoning. The paper develops these connections, concentrating on four issues: (1) the cognitive origins of Euclidean diagrammatic reasoning, (2) the cognitive representations of spatial relations in Euclidean diagrams, (3) the nature of the cognitive processes and cognitive representations involved in Euclidean diagrammatic reasoning seen as a form of visuospatial relational reasoning and (4) the complexity of Euclidean diagrammatic reasoning for the human cognitive system. For each of these issues, our analysis generates concrete experiment proposals, opening thereby the way for further empirical investigations. The paper is thus a prolegomenon to a research program on Euclidean diagrammatic reasoning at the crossroads of logic, philosophy and cognitive science. (shrink)

This chapter gives a detailed study of diagram-based reasoning in Euclidean plane geometry (Books I, III), as well as an exploration how to characterise a geometric practice. First, an account is given of diagram attribution: basic geometrical claims are classified as exact (equalities, proportionalities) or co-exact (containments, contiguities); exact claims may only be inferred from prior entries in the demonstration text, but co-exact claims may be asserted based on what is seen in the diagram. Diagram control by constructions is necessary (...) for this to work. Case-branching occurs when a construction renders a diagram un-representative. The roles of diagrams in reductio arguments, and of objection in probing a demonstration, are discussed. (shrink)

There is an urgent need in philosophy of mathematics for new approaches which pay closer attention to mathematical practice. This book will blaze the trail: it offers philosophical analyses of important characteristics of contemporary mathematics and of many aspects of mathematical activity which escape purely formal logical treatment.

For many centuries, philosophers and scientists have pondered the origins and nature of human intuitions about the properties of points, lines, and figures on the Euclidean plane, with most hypothesizing that a system of Euclidean concepts either is innate or is assembled by general learning processes. Recent research from cognitive and developmental psychology, cognitive anthropology, animal cognition, and cognitive neuroscience suggests a different view. Knowledge of geometry may be founded on at least two distinct, evolutionarily ancient, core cognitive systems for (...) representing the shapes of large-scale, navigable surface layouts and of small-scale, movable forms and objects. Each of these systems applies to some but not all perceptible arrays and captures some but not all of the three fundamental Euclidean relationships of distance (or length), angle, and direction (or sense). Like natural number (Carey, 2009), Euclidean geometry may be constructed through the productive combination of representations from these core systems, through the use of uniquely human symbolic systems. (shrink)

We present a formal system, E, which provides a faithful model of the proofs in Euclid's Elements, including the use of diagrammatic reasoning.

This paper is an edited form of a letter written by the two authors (in the name of Tarski) to Wolfram Schwabhäuser around 1978. It contains extended remarks about Tarski's system of foundations for Euclidean geometry, in particular its distinctive features, its historical evolution, the history of specific axioms, the questions of independence of axioms and primitive notions, and versions of the system suitable for the development of 1-dimensional geometry.

Spatial relations are central to geometrical thinking. With respect to the classical elementary geometry of Euclid’s Elements, a distinction between co-exact, or qualitative, and exact, or metric, spatial relations has recently been advanced as fundamental. We tested the universality of intuitions of these relations in a group of Senegalese and Dutch participants. Participants performed an odd-one-out task with stimuli that in all but one case display a particular spatial relation between geometric objects. As the exact/co-exact distinction is closely related to (...) Kosslyn’s categorical/coordinate distinction, a set of stimuli for testing all four types was used. Results suggest that intuitions of all spatial relations tested are universal. Yet, culture has an important effect on performance: Dutch participants outperformed Senegalese participants and stimulus layouts affect the categorical and coordinate processing in different ways for the two groups. Differences in level of education within the Senegalese participants did not affect performance. (shrink)

On knowledge and practices: a manifesto -- The web of practices -- Agents and frameworks -- Complementarity in mathematics -- Ancient Greek mathematics: a role for diagrams -- Advanced math: the hypothetical conception -- Arithmetic certainty -- Mathematics developed: the case of the reals -- Objectivity in mathematical knowledge -- The problem of conceptual understanding.

The material contained in the following translation was given in substance by Professor Hilbertas a course of lectures on euclidean geometry at the University of G]ottingen during the wintersemester of 1898-1899. The results of his investigation were re-arranged and put into the formin which they appear here as a memorial address published in connection with the celebration atthe unveiling of the Gauss-Weber monument at G]ottingen, in June, 1899. In the French edition, which appeared soon after, Professor Hilbert made some additions, (...) particularly in the concludingremarks, where he gave an account of the results of a recent investigation made by Dr. Dehn.These additions have been incorporated in the following translation.Geometry, like arithmetic, requires for its logical development only a small number ofsimple, fundamental principles. These fundamental principles are called the axioms ofgeometry. The choice of the axioms and the investigation of their relations to one anotheris a problem which, since the time of Euclid, has been discussed in numerous excellentmemoirs to be found in the mathematical literature.1 This problem is tantamount to thelogical analysis of our intuition of space. (shrink)

This chapter provides a survey of issues about diagrams in traditional geometrical reasoning. After briefly refuting several common philosophical objections, and giving a sketch of diagram-based reasoning practice in Euclidean plane geometry, discussion focuses first on problems of diagram sensitivity, and then on the relationship between uniform treatment and geometrical generality. Here, one finds a balance between representationally enforced unresponsiveness (to differences among diagrams) and the intellectual agent's contribution to such unresponsiveness that is somewhat different from what one has come (...) to expect in modern logic. Finally, challenges and opportunities for further work are indicated. (shrink)

Does geometry constitues a core set of intuitions present in all humans, regarless of their language or schooling ? We used two non verbal tests to probe the conceptual primitives of geometry in the Munduruku, an isolated Amazonian indigene group. Our results provide evidence for geometrical intuitions in the absence of schooling, experience with graphic symbols or maps, or a rich language of geometrical terms.

In the last two decades there has been renewed interest in visualization in logic and mathematics. Visualization is usually understood in different ways but for the purposes of this article I will take a rather broad conception of visualization to include both visualization by means of mental images as well as visualizations by means of computer generated images or images drawn on paper, e.g. diagrams etc. These different types of visualization can differ substantially but I am interested in offering a (...) characterization of visualization that is as broad as possible. The article describes and explains (1) the way in which visual thinking fell into disrepute, (2) the renaissance of visual thinking in mathematics over recent decades, (3) the ways in which visual thinking has been rehabilitated in epistemology of mathematics and logic. (shrink)

This paper investigates the following question: when can one reliably infer the existence of an intersection point from a diagram presenting crossing curves or lines? Two cases are considered, one from Euclid's geometry and the other from basic real analysis. I argue for the acceptability of such an inference in the geometric case but against in the analytic case. Though this question is somewhat specific, the investigation is intended to contribute to the more general question of the extent and limits (...) of reliable diagrammatic reasoning in mathematics. (shrink)

Our visual experience seems to suggest that no continuous curve can cover every point of the unit square, yet in the late 19th century Giuseppe Peano proved that such a curve exists. Examples like this, particularly in analysis received much attention in the 19th century. They helped to instigate what Hans Hahn called a ‘crisis of intuition’, wherein visual reasoning in mathematics came to be thought to be epistemically problematic. Hahn described this ‘crisis’ as follows : " Mathematicians had for (...) a long time made use of supposedly geometric evidence as a means of proof in much too naive and much too uncritical a way, till the unclarities and mistakes that arose as a result forced a turnabout. Geometrical intuition was now declared to be inadmissible as a means of proof … "Avoiding geometrical evidence, Hahn continued, mathematicians aware of this crisis pursued what he called ‘logicization’, ‘when the discipline requires nothing but purely logical fundamental concepts and propositions for its development’. On this view, an epistemically ideal mathematics would minimize, or avoid altogether, appeals …. (shrink)

Philosophy of Mathematics, Epistemology & Methodology.

Mathematics is a powerful tool for describing and developing our knowledge of the physical world. It informs our understanding of subjects as diverse as music, games, science, economics, communications protocols, and visual arts. Mathematical thinking has its roots in the adaptive behavior of living creatures: animals must employ judgments about quantities and magnitudes in the assessment of both threats (how many foes) and opportunities (how much food) in order to make effective decisions, and use geometric information in the environment for (...) recognizing landmarks and navigating environments. Correspondingly, cognitive systems that are dedicated to the processing of distinctly mathematical information have developed. In particular, there is evidence that certain core systems for understanding different aspects of arithmetic as well as geometry are employed by humans and many other animals. They become active early in life and, particularly in the case of humans, develop through maturation. Although these core systems individually appear to be quite limited in application, in combination they allow for the recognition of mathematical properties and the formation of appropriate inferences based upon those properties. In this overview, the core systems, their roles, their limitations, and their interaction with external representations are discussed, as well as possibilities for how they can be employed together to allow us to reason about more complex mathematical domains. (shrink)

It is a remarkable fact that Hilbert's programmatic papers from the 1920s still shape, almost exclusively, the standard contemporary perspective of his views concerning (the foundations of) mathematics; even his own, quite different work on the foundations of geometry and arithmetic from the late 1890s is often understood from that vantage point. My essay pursues one main goal, namely, to contrast Hilbert's formal axiomatic method from the early 1920s with his existential axiomatic approach from the 1890s. Such a contrast illuminates (...) the circuitous beginnings of the finitist consistency program and connects the complex emergence of existential axiomatics with transformations in mathematics and philosophy during the 19th century; the sheer complexity and methodological difficulties of the latter development are partially reflected in the well known, but not well understood correspondence between Frege and Hilbert. Taking seriously the goal of formalizing mathematics in an effective logical framework leads also to contemporary tasks, not just historical and systematic insights; those are briefly described as “one direction” for fascinating work. (shrink)