In this paper, I consider the use of mathematical results in philosophical arguments arriving at conclusions with non-mathematical content, with the view that in general such usage requires additional justification. As a cautionary example, I examine Kreisel’s arguments that the Continuum Hypothesis is determined by the axioms of Zermelo-Fraenkel set theory, and interpret Weston’s 1976 reply as showing that Kreisel fails to provide sufficient justification for the use of his main technical result. If we take the perspective that (...) mathematical results are used in the context of a modelling of something not necessarily mathematical, then the situation is clarified somewhat, and the procedure for arriving at justification for the use of such results becomes clear. I give an example of a particularly strong form this justification might take, using the idea of formalism independence due to Gödel and Kennedy. (shrink)

To account for the explanatory role representations play in cognitive science, Egan’s deflationary account introduces a distinction between cognitive and mathematical contents. According to that account, only the latter are genuine explanatory posits of cognitive-scientific theories, as they represent the arguments and values cognitive devices need to represent to compute. Here, I argue that the deflationary account suffers from two important problems, whose roots trace back to the introduction of mathematical contents. First, I will argue that (...) mathematical contents do not satisfy important and widely accepted desiderata all theories of content are called to satisfy, such as content determinacy and naturalism. Secondly, I will claim that there are cases in which mathematical contents cannot play the explanatory role the deflationary account claims they play, proposing an empirical counterexample. Lastly, I will conclude the paper highlighting two important implications of my arguments, concerning recent theoretical proposals to naturalize representations via physical computation, and the popular predictive processing theory of cognition. (shrink)

Vehicle externalism maintains that the vehicles of our mental representations can be located outside of the head, that is, they need not be instantiated by neurons located inside the brain of the cogniser. But some disagree, insisting that ‘non-derived’, or ‘original’, content is the mark of the cognitive and that only biologically instantiated representational vehicles can have non-derived content, while the contents of all extra-neural representational vehicles are derived and thus lie outside the scope of the cognitive. In this (...) paper we develop one aspect of Menary’s vehicle externalist theory of cognitive integration—the process of enculturation—to respond to this longstanding objection. We offer examples of how expert mathematicians introduce new symbols to represent new mathematical possibilities that are not yet understood, and we argue that these new symbols have genuine non-derived content, that is, content that is not dependent on an act of interpretation by a cognitive agent and that does not derive from conventional associations, as many linguistic representations do. (shrink)

The current technical report of the research project investigating how the mathematical dimension of gambling is reflected in the communication and texts associated with the gambling industry raises the problem of the adequacy of sampling and proposes a new approach in this respect. The qualitative analysis of the reviewed websites is extended to a deeper analysis of language and also to the organization and structure of websites’ content. Although not stated as a goal of the initial project, the research (...) will also try to identify relationships between the specificity of content relative to the mathematical dimension of gambling, and the management and marketing of the website. An overview of the results of the statistical analysis of the current sample is also presented. (shrink)

In light of the observations and research design presented in the previous reports, the current technical report is focused on the relationship between the quality and specificity of the content of the gambling sites and the site’s SEO and marketing policy. This relationship is dependent upon the category of the gambling site and the difference in content quality, and the degree to which the mathematical dimension of gambling is reflected in this content is explained by this dependence.

The current study evaluates qualitatively how the mathematical dimension of gambling is reflected in the content of gambling websites. A number of gambling websites have been reviewed for their content in that respect. A statistical analysis recorded the presence of the mathematical dimension of gambling and its forms in the content of the participating websites, and a qualitative research study analyzed and assessed the quality of the content with respect to that dimension. The technical reports associated with this (...) study describe the methods used in the processes of review and content analysis, details of the processes, and the specific challenges and difficulties that they posed. (shrink)

This article presents a challenge that those philosophers who deny the causal interpretation of explanations provided by population genetics might have to address. Indeed, some philosophers, known as statisticalists, claim that the concept of natural selection is statistical in character and cannot be construed in causal terms. On the contrary, other philosophers, known as causalists, argue against the statistical view and support the causal interpretation of natural selection. The problem I am concerned with here arises for the statisticalists because the (...) debate on the nature of natural selection intersects the debate on whether mathematical explanations of empirical facts are genuine scientific explanations. I argue that if the explanations provided by population genetics are regarded by the statisticalists as non-causal explanations of that kind, then statisticalism risks being incompatible with a naturalist stance. The statisticalist faces a dilemma: either she maintains statisticalism but has to renounce naturalism; or she maintains naturalism but has to content herself with an account of the explanations provided by population genetics that she deems unsatisfactory. This challenge is relevant to the statisticalists because many of them see themselves as naturalists. (shrink)

We demonstrate how real progress can be made in the debate surrounding the enhanced indispensability argument. Drawing on a counterfactual theory of explanation, well-motivated independently of the debate, we provide a novel analysis of ‘explanatory generality’ and how mathematics is involved in its procurement. On our analysis, mathematics’ sole explanatory contribution to the procurement of explanatory generality is to make counterfactual information about physical dependencies easier to grasp and reason with for creatures like us. This gives precise content to key (...) intuitions traded in the debate, regarding mathematics’ procurement of explanatory generality, and adjudicates unambiguously in favour of the nominalist, at least as far as explanatory generality is concerned. (shrink)

While there are satisfactory answers to the question “How should we teach children mathematics?”, there are no satisfactory answers to the question “What mathematics should we teach children?”. This paper provides an answer to the last question for preschool children (early childhood), although the answer is also applicable to older children. This answer, together with an appropriate methodology on how to teach mathematics, gives a clear conception of the place of mathematics in the children’s world and our role in helping (...) children develop their mathematical abilities. Briefly, children’s mathematics consists of the world of children’s internal activities that they eventually purposefully organize in order to understand and control the outside world and organize their overall activities in it. We need to support a child in mathematical activities that she does spontaneously and in which she shows interest, and we need to teach her mathematics that she is interested in developing through these activities. In doing so, we must be fully aware that the child’s mathematics is part of the child’s world of internal activities and is not outside of it. We help the child develop mathematical abilities by developing them in the context of her world and not outside of it. From the point of view of this conception, the standards established today are limiting and too focused on numbers and geometric figures: these topics are too prominent and elaborated, and other mathematical contents are subordinated to them. Adhering to the standards, we drastically limit the mathematics of the child’s world, hamper the correct mathematical development of a child, and we can turn her away from mathematics. (shrink)

Indispensablists contend that accepting scientific realism while rejecting mathematical realism involves a double standard. I refute this contention by developing an enhanced version of scientific realism, which I call interactive realism. It holds that interactively successful theories are typically approximately true, and that the interactive unobservable entities posited by them are likely to exist. It is immune to the pessimistic induction while mathematical realism is susceptible to it.

On the question of whether gambling behavior can be changed as result of teaching gamblers the mathematics of gambling, past studies have yielded contradictory results, and a clear conclusion has not yet been drawn. In this paper, I bring some criticisms to the empirical studies that tended to answer no to this hypothesis, regarding the sampling and laboratory testing, and I argue that an optimal mathematical scholastic intervention with the objective of preventing problem gambling is possible, by providing the (...) principles that would optimize the structure and content of the teaching module. Given the ethical aspects of the exposure of mathematical facts behind games of chance, and starting from the slots case – where the parametric design is missing, we have to draw a line between ethical and optional information with respect to the mathematical content provided by a scholastic intervention. Arguing for the role of mathematics in problem-gambling prevention and treatment, interdisciplinary research directions are drawn toward implementing an optimal mathematical module in cognitive therapies. (shrink)

In this paper, I study how mathematicians are presented in western popular culture. I identify five stereotypes that I test on the best-known modern movies and television shows containing a significant amount of mathematics or important mathematician characters: (1) Mathematics is highly valued as an intellectual pursuit. (2) Little attention is given to the mathematical content. (3) Mathematical practice is portrayed in an unrealistic way. (4) Mathematicians are asocial and unable to enjoy normal life. (5) Higher mathematics is (...) ... (shrink)

This study investigated the parental involvement in learning Mathematics of students in relation to attitude and academic performance. The respondents of this study were the three-hundred fifty-six grade 9 students at 9 secondary schools in the Division of Bago City. Results showed that most of the respondents were female, belonged to income range Php 12,082 and below, their parents attained high school level, and had other works aside from being mentioned in the option of occupation. Level of parental involvement when (...) taken as a whole was moderate; in terms of its areas, motivator and nature of Mathematics were interpreted as high and resource provider, monitor, Mathematics content advisor, and Mathematics learning counselor were all interpreted as moderate; level of attitude of students towards Mathematics was moderate; academic performance of students was very satisfactory; there existed significant difference on the parental involvement in learning Mathematics in terms of six areas. Results also revealed that there was a significant relationship between parental involvement in learning Mathematics and attitude of students; significant relationship also existed between parental involvement in learning Mathematics and academic performance; significant relationship was also noted between attitude of students and academic performance. Intervention plan/program was also provided based on the results of the study. (shrink)

The dominant approach to analyzing the meaning of natural language sentences that express mathematical knowl- edge relies on a referential, formal semantics. Below, I discuss an argument against this approach and in favour of an internalist, conceptual, intensional alternative. The proposed shift in analytic method offers several benefits, including a novel perspective on what is required to track mathematical content, and hence on the Benacerraf dilemma. The new perspective also promises to facilitate discussion between philosophers of mathematics and (...) cognitive scientists working on topics of common interest. (shrink)

View more Abstract If logical truth is necessitated by sheer syntax, mathematics is categorially unlike logic even if all mathematics derives from definitions and logical principles. This contrast gets obscured by the plausibility of the Synonym Substitution Principle implicit in conceptions of analyticity: synonym substitution cannot alter sentence sense. The Principle obviously fails with intercepting: nonuniform term substitution in logical sentences. ‘Televisions are televisions’ and ‘TVs are televisions’ neither sound alike nor are used interchangeably. Interception synonymy gets assumed because logical (...) sentences and their synomic interceptions have identical factual content, which seems to exhaust semantic content. However, intercepting alters syntax by eliminating term recurrence, the sole strictly syntactic means of ensuring necessary term coextension, and thereby syntactically securing necessary truth. Interceptional necessity is lexical, a notational artifact. The denial of interception nonsynonymy and the disregard of term recurrence in logic link with many misconceptions about propositions, logical form, conventions, and metalanguages. Mathematics is distinct from logic: its truth is not syntactic; it is transmitted by synonym substitution; term recurrence has no essential role. The ‘=’ of mathematics is an objectual relation between numbers; the ‘=’ of logic marks a syntactic relation of coreferring terms. -/- . (shrink)

Randomness, a core concept of gambling, is seen in problem gambling as responsible for the formation of the math-related cognitive distortions, especially the Gambler’s Fallacy. In problem-gambling research, the concept of randomness was traditionally referred to as having a mathematical nature and categorized and approached as such. Randomness is not a mathematical concept, and I argue that its weak mathematical dimension is not decisive at all for the randomness-related issues in gambling and problem gambling, including the correction (...) of the misconceptions and fallacies about probability and statistical concepts applied in gambling. I distinguish between mathematical and nonmathematical dimensions of randomness (the epistemic, the theoretical-methodological, the functional, and the ethical) falling within the general concept, and I argue that both the studies having as object the math-related cognitive distortions among gamblers and the educational programs aiming at correcting them should employ this distinction in their design and content. (shrink)

In this paper, I defend the metalinguistic solution to the problem of mathematical omniscience for the possible-worlds account of propositions by combining it with a computational model of knowledge and belief. The metalinguistic solution states that the objects of belief and ignorance in mathematics are relations between mathematical sentences and what they express. The most pressing problem for the metalinguistic strategy is that it still ascribes too much mathematical knowledge under the standard possible-worlds model of knowledge and (...) belief on which these are closed under entailment. I first argue that Stalnaker's fragmentation strategy is insufficient to solve this problem. I then develop an alternative, computational strategy: I propose a model of mathematical knowledge and belief adapted from the algorithmic model of Halpern et al. which, when combined with the metalinguistic strategy, entails that mathematical knowledge and belief require computational abilities to access metalinguistic information, and thus aren't closed under entailment. As I explain, the computational model generalizes beyond mathematics to a version of the functionalist theory of knowledge and belief that motivates the possible-worlds account in the first place. I conclude that the metalinguistic and computational strategies yield an attractive functionalist, possible-worlds account of mathematical content, knowledge, and inquiry. (shrink)

This essay explores theories of place, or lived-space, as regards the role of objectivity and the problem of relativism. As will be argued, the neglect of mathematics and geometry by the lived-space theorists, which can be traced to the influence of the early phenomenologists, principally the later Husserl and Heidegger, has been a major contributing factor in the relativist dilemma that afflicts the lived-space movement. By incorporating various geometrical concepts within the analysis of place, it is demonstrated that the lived-space (...) theorists can gain a better insight into the objective spatial relationships among individuals and within groups—and, more importantly, this appeal to mathematical content need not be construed as undermining the basic tenants of the lived-space approach. (shrink)

Descartes' philosophy contains an intriguing notion of the infinite, a concept labeled by the philosopher as indefinite. Even though Descartes clearly defined this term on several occasions in the correspondence with his contemporaries, as well as in his Principles of Philosophy, numerous problems about its meaning have arisen over the years. Most commentators reject the view that the indefinite could mean a real thing and, instead, identify it with an Aristotelian potential infinite. In the first part of this article, I (...) show why there is no numerical infinity in Cartesian mathematics, as such a concept would be inconsistent with the main fundamental attribute of numbers: to be comparable with each other. In the second part, I analyze the indefinite in the context of Descartes' mathematical physics. It is my contention that, even with no trace of infinite in his mathematics, Descartes does refer to an actual indefinite because of its application to the material world within the system of his physics. This fact underlines a discrepancy between his mathematics and physics of the infinite, but does not lead a difficulty in his mathematical physics. Thus, in Descartes' physics, the indefinite refers to an actual dimension of the world rather than to an Aristotelian mathematical potential infinity. In fact, Descartes establishes the reality and limitlessness of the extension of the cosmos and, by extension, the actual nature of his indefinite world. This indefinite has a physical dimension, even if it is not measurable. La filosofía de Descartes contiene una noción intrigante de lo infinito, un concepto nombrado por el filósofo como indefinido. Aunque en varias ocasiones Descartes definió claramente este término en su correspondencia con sus contemporáneos y en sus Principios de filosofía, han surgido muchos problemas acerca de su significado a lo largo de los años. La mayoría de comentaristas rechaza la idea de que indefinido podría significar una cosa real y, en cambio, la identifica con un infinito potencial aristotélico. En la primera parte de este artículo muestro por qué no hay infinito numérico en las matemáticas cartesianas, en la medida en que tal concepto sería inconsistente con el principal atributo fundamental de los números: ser comparables entre sí. En la segunda parte analizo lo indefinido en el contexto de la física matemática de Descartes. Mi argumento es que, aunque no hay rastro de infinito en sus matemáticas, Descartes se refiere a un indefinido real a causa de sus aplicaciones al mundo material dentro del sistema de su física. Este hecho subraya una discrepancia entre sus matemáticas y su física de lo infinito, pero no implica ninguna dificultad en su física matemática. Así pues, en la física de Descartes, lo indefinido se refiere a una dimensión real del mundo más que a una infinitud potencial matemática aristotélica. De hecho, Descartes establece la realidad e infinitud de la extensión del cosmos y, por extensión, la naturaleza real de su mundo indefinido. Esta indefinición tiene una dimensión física aunque no sea medible. (shrink)

This eighth book of the author on gambling math presents in accessible terms the cold mathematics behind the sparkling slot machines, either physical or virtual. It contains all the mathematical facts grounding the configuration, functionality, outcome, and profits of the slot games. Therefore, it is not a so-called how-to-win book, but a complete, rigorous mathematical guide for the slot player and also for game producers, being unique in this respect. As it is primarily addressed to the slot player, (...) its goal is to present practical applications of the mathematical models of slot games, in order to provide numerical results that a player can use as criteria for gaming decisions or just as information for any slot game and any predicted winning event. These results are focused on probability and expected value, these being the most important parameters for decisional criteria in slots. The book is packed with plenty of figures, tables, and formulas. The content is organized so that readers can skip the theoretical parts and go picking the practical results (numerical, in tables of values where possible, or ready-to-compute formulas) for the desired situation. The practical results are gathered in the last chapter, titled "Practical Applications and Numerical Results," the largest part of the book, for the most popular categories of slot machines, namely with 3, 5, 9, and 16 reels. Any other category of slot games is covered in the theoretical part of the book, where the general formulas apply not only to existing slot games, but also to possible future slot games of any design and configuration. The author does not just throw the slot mathematics to the audience and run away, but offers an ultimate practical contribution with the chapter "How to estimate the number of stops and the symbol distribution on a reel", a surprise for both players and producers, where one can see that mathematics provides players with some statistical methods as well as methods based on physical measurements for retrieving these missing data. Having these data along with the mathematical results of this book, anyone can generate the PAR sheet of any slot machine. In the last decade, mathematics has been taken more and more seriously into account in gaming, as being the essence that governs the games of chance and the only rigorous tool providing information on optimal play, where possible. For the popular game of slots, mathematics already fulfilled its duty by providing all the data that it can provide and that cannot be found on the display of the slot machines - it is all here in this book. (shrink)

Curriculum integration is frequently promoted as a means of enabling deeper and more authentic learning, with Mathematics often considered a suitable subject for doing so. This review investigates which elements contribute to the effectiveness of Mathematics integration in secondary education. Teacher factors include attitudes towards integrative practices and knowledge of both disciplinary content and curriculum integration theory. Pedagogy factors concern utilising activities that best synthesise concepts from multiple subjects to enhance learning, especially projects. Institutional factors relate to curriculum and assessment (...) requirements as well as school-level variables such as access to planning time and professional development. Limitations in the research literature include a narrow focus on connecting Mathematics with scientific disciplines, a reliance on qualitative methods and small sample sizes, and unknown generalisability to education systems other than those in which studies were conducted. Even so, attempting to navigate the factors involved in effective curriculum integration with Mathematics appears worthwhile. (shrink)

The Frege point to the effect that e.g. the clauses of conditionals are not asserted and therefore cannot be assertions is often taken to establish a dichotomy between the content of a speech act, which is propositional and belongs to logic and semantics, and its force, which belongs to pragmatics. Recently this dichotomy has been questioned by philosophers such as Peter Hanks and Francois Recanati, who propose act-theoretic accounts of propositions, argue that we can’t account for propositional unity independently of (...) the forceful acts of speakers, and respond to the Frege point by appealing to a notion of force cancellation. I argue that the notion of force cancellation is faced with a dilemma and offer an alternative response to the Frege point, which extends the act-theoretic account to logical acts such as conditionalizing or disjoining. Such higher-level acts allow us to present forceful acts while suspending commitment to them. In connecting them, a subject rather commits to an affirmation function of such acts. In contrast, the Frege point confuses a lack of commitment to what is put forward with a lack of commitment or force in what is put forward. (shrink)

In this paper I argue for an association between impurity and explanatory power in contemporary mathematics. This proposal is defended against the ancient and influential idea that purity and explanation go hand-in-hand (Aristotle, Bolzano) and recent suggestions that purity/impurity ascriptions and explanatory power are more or less distinct (Section 1). This is done by analyzing a central and deep result of additive number theory, Szemerédi’s theorem, and various of its proofs (Section 2). In particular, I focus upon the radically impure (...) (ergodic) proof due to Furstenberg (Section 3). Furstenberg’s ergodic proof is striking because it utilizes intuitively foreign and infinitary resources to prove a finitary combinatorial result and does so in a perspicuous fashion. I claim that Furstenberg’s proof is explanatory in light of its clear expression of a crucial structural result, which provides the “reason why” Szemerédi’s theorem is true. This is, however, rather surprising: how can such intuitively different conceptual resources “get a grip on” the theorem to be proved? I account for this phenomenon by articulating a new construal of the content of a mathematical statement, which I call structural content (Section 4). I argue that the availability of structural content saves intuitive epistemic distinctions made in mathematical practice and simultaneously explicates the intervention of surprising and explanatorily rich conceptual resources. Structural content also disarms general arguments for thinking that impurity and explanatory power might come apart. Finally, I sketch a proposal that, once structural content is in hand, impure resources lead to explanatory proofs via suitably understood varieties of simplification and unification (Section 5). (shrink)

In this paper, I present the case of the discovery of complex numbers by Girolamo Cardano. Cardano acquires the concepts of (specific) complex numbers, complex addition, and complex multiplication. His understanding of these concepts is incomplete. I show that his acquisition of these concepts cannot be explained on the basis of Christopher Peacocke’s Conceptual Role Theory of concept possession. I argue that Strong Conceptual Role Theories that are committed to specifying a set of transitions that is both necessary and sufficient (...) for possession of mathematical concepts will always face counterexamples of the kind illustrated by Cardano. I close by suggesting that we should rely more heavily on resources of Anti-Individualism as a framework for understanding the acquisition and possession of concepts of abstract subject matters. (shrink)

This is not a mathematics book, but a book about mathematics, which addresses both student and teacher, with a goal as practical as possible, namely to initiate and smooth the way toward the student’s full understanding of the mathematics taught in school. The customary procedural-formal approach to teaching mathematics has resulted in students’ distorted vision of mathematics as a merely formal, instrumental, and computational discipline. Without the conceptual base of mathematics, students develop over time a “mathematical anxiety” and abandon (...) any effort to understand mathematics, which becomes their “traditional enemy” in school. This work materializes the results of the inter- and trans-disciplinary research aimed toward the understanding of mathematics, which concluded that the fields with the potential to contribute to mathematics education in this respect, by unifying the procedural and conceptual approaches, are epistemology and philosophy of mathematics and science, as well as fundamentals and history of mathematics. These results argue that students’ fear of mathematics can be annulled through a conceptual approach, and a student with a good conceptual understanding will be a better problem solver. The author has identified those zones and concepts from the above disciplines that can be adapted and processed for familiarizing the student with this type of knowledge, which should accompany the traditional content of school mathematics. The work was organized so as to create for the reader a unificatory image of the complex nature of mathematics, as well as a conceptual perspective ultimately necessary to the holistic understanding of school mathematics. The author talks about mathematics to convince readers that to understand mathematics means first to understand it as a whole, but also as part of a whole. The nature of mathematics, its primary concepts (like numbers and sets), its structures, language, methods, roles, and applicability, are all presented in their essential content, and the explanation of non-mathematical concepts is done in an accessible language and with many relevant examples. (shrink)

I defend Joseph Melia’s nominalist account of mathematics from an objection raised by Mark Colyvan.

This study aimed to access the Grade 8 level of learning modules in mathematics from the City Division and Bohol Division throughout the first and second quarters. The researcher uses document analysis in this study, this technique is the most effective way to identify the module’s quality aspects in terms of objectives, content, face validity, suitability of approach, and clarity of the module in a systematic and precise manner. By employing the document analysis and the material, the researcher found out (...) that the evaluator evaluated the learning modules of the Bohol Division and City Division where it can be determined that the mathematics modules are different. The findings employed the Input-Process-Output (IPO) framework as a model and the assessed learning modules would be employed in the new way of teaching mathematical ideas. With this, the researcher recommends that the learning modules as a material fit for the intended users. (shrink)

Linnebo and Pettigrew present some objections to category theory as an autonomous foundation. They do a commendable job making clear several distinct senses of ‘autonomous’ as it occurs in the phrase ‘autonomous foundation’. Unfortunately, their paper seems to treat the ‘categorist’ perspective rather unfairly. Several infelicities of this sort were addressed by McLarty. In this note I address yet another apparent infelicity.

The vicissitudes of mathematical reason in the 20th century Content Type Journal Article Pages 1-6 DOI 10.1007/s11016-011-9556-y Authors Thomas Mormann, Department of Logic and Philosophy of Science, University of the Basque Country UPV/EPU, Donostia-San Sebastian, Spain, Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Continuing his series of books on the mathematics of gambling, the author shows how a simple-rule game such as roulette is suited to a complex mathematical model whose applications generate improved betting systems that take into account a player's personal playing criteria. The book is both practical and theoretical, but is mainly devoted to the application of theory. About two-thirds of the content is lists of categories and sub-categories of improved betting systems, along with all the parameters that might (...) stand as the main objective criteria in a personal strategy - odds, profits and losses. The work contains new and original material not published before. The mathematical chapter describes complex bets, the profit function, the equivalence between bets and all their properties. All theoretical results are accompanied by suggestive concrete examples and can be followed by anyone with a minimal mathematical background because they involve only basic algebraic skills and set theory basics. The reader may also choose to skip the math and go directly to the sections containing applications, where he or she can pick desired numerical results from tables. The book offers no new so-called winning strategies, although it discusses them from a mathematical point of view. It does, however, offer improved betting systems and helps to organize a player's choices in roulette betting, according to mathematical facts and personal strategies. It is a must-have roulette handbook to be studied before placing your bets on the turn of either a European or American roulette wheel. (shrink)

The deep crisis in modern fundamental science development is ever more evident and openly recognised now even by mainstream, official science professionals and leaders. By no coincidence, it occurs in parallel to the world civilisation crisis and related global change processes, where the true power of unreduced scientific knowledge is just badly missing as the indispensable and unique tool for the emerging greater problem solution and further progress at a superior level of complex world dynamics. Here we reveal the mathematically (...) exact reason for the crisis in conventional science, containing also the natural and unified problem solution in the form of well-specified extension of usual, artificially restricted paradigm. We show how that extended, now causally complete science content provides various "unsolvable" problem solutions and opens new development possibilities for both science and society, where the former plays the role of the main, direct driver for the latter. We outline the related qualitative changes in science organisation, practice and purposes, giving rise to the sustainability transition in the entire civilisation dynamics towards the well-specified superior level of its unreduced, now well understood and universally defined complexity. (shrink)

By extending Husserl’s own historico-critical study to include the conceptual mathematics of more contemporary times – specifically category theory and its emphatic development since the second half of the 20th century – this paper claims that the delineation between mathematics and philosophy must be completely revisited. It will be contended that Husserl’s phenomenological work was very much influenced by the discoveries and limitations of the formal mathematics being developed at Göttingen during his tenure there and that, subsequently, the rôle he (...) envisaged for his material a priori science is heavily dependent upon his conception of the definite manifold. Motivating these contentions is the idea of a mathematics which would go beyond the constraints of formal ontology and subsequently achieve coherence with the full sense of transcendental phenomenology. While this final point will be by no means proven within the confines of this paper it is hoped that the very fact of opening up for the possibility of such an idea will act as a supporting argument to the overriding thesis that the relationship between mathematics and phenomenology must be problematised. (shrink)

Wittgenstein's paradoxical theses that unproved propositions are meaningless, proofs form new concepts and rules, and contradictions are of limited concern, led to a variety of interpretations, most of them centered on rule-following skepticism. We argue, with the help of C. S. Peirce's distinction between corollarial and theorematic proofs, that his intuitions are better explained by resistance to what we call conceptual omniscience, treating meaning as fixed content specified in advance. We interpret the distinction in the context of modern epistemic logic (...) and semantic information theory, and show how removing conceptual omniscience helps resolve Wittgenstein's paradoxes and explain the puzzle of deduction, its ability to generate new knowledge and meaning. (shrink)

The objective of this article is twofold. First, a methodological issue is addressed. It is pointed out that even if philosophers of mathematics have been recently more and more concerned with the practice of mathematics, there is still a need for a sharp definition of what the targets of a philosophy of mathematical practice should be. Three possible objects of inquiry are put forward: (1) the collective dimension of the practice of mathematics; (2) the cognitives capacities requested to the (...) practitioners; and (3) the specific forms of representation and notation shared and selected by the practitioners. Moreover, it is claimed that a broadening of the notion of ‘permissible action’ as introduced by Larvor (2012) with respect to mathematical arguments, allows for a consideration of all these three elements simultaneously. Second, a case from topology – the proof of Alexander’s theorem – is presented to illustrate a concrete analysis of a mathematical practice and to exemplify the proposed method. It is discussed that the attention to the three elements of the practice identified above brings to the emergence of philosophically relevant features in the practice of topology: the need for a revision in the definition of criteria of validity, the interest in tracking the operations that are performed on the notation, and the constant and fruitful back-and-forth from one representation to another in dealing with mathematical content. Finally, some suggestions for further research are given in the conclusions. (shrink)

This paper adopts two modeling tools, namely, multiple linear regression (MLR) and artificial neural networks (ANNs), to predict the concentrations of heavy metals (zinc, boron, and manganese) in surface waters of the Oued Inaouen watershed flowing towards Inaouen, using a set of physical-chemical parameters. XLStat was employed to perform multiple linear and nonlinear regressions, and Statista 10 was chosen to construct neural networks for modeling and prediction. The effectiveness of the ANN- and MLR-based stochastic models was assessed by the determination (...) coefficient (R²), the sum squared error (SSE) and a review of fit graphs. The results demonstrate the value of ANNs for prediction modeling. Drawing on supervised learning and back propagation, the ANN-based prediction models adopt an architecture of [18-15-1] for zinc, [18-11-1] for manganese, and [18-8-1] for boron, and perform effectively with a single cached layer. It was found that the MLR-based prediction models are substantially less accurate than those based on the ANNs. In addition, the physical-chemical parameters being investigated are nonlinearly correlated with the levels of heavy metals in the surface waters of the Oued Inaouen watershed flowing towards Inaouen. (shrink)

The study’s goal was to provide an educational intervention in Algebra through GeoGebra that would boost students’ confidence, improve their learning, and correct their most minor mastered skills, allowing them to improve their Algebra performance. The research design was quasi-experimental, with 40 nonrandomly chosen participants comprising the GeoGebra and control groups. Mean and standard deviation was employed to describe the algebra performance and confidence of the respondents. At the same time, independent and dependent t-tests were used to determine the students’ (...) significant difference in algebra performance and confidence in the pre-and post-test between the control and GeoGebra groups. GeoGebra effectively improved algebra confidence, enhanced learning, and remedied the students’ least mastered skills. GeoGebra is recommended as an instructional material in teaching and learning Algebra and can be extended to other mathematics content areas. (shrink)

This research article was championed as a way of providing discourses pertaining to the concept of "Critical Realism (CR)" approach, which is amongst many othe forms of competing postmodern philosophical concepts for the engagement of dialogical discourses in the area of established econonetric methodologies for effective policy prescription in the economic science discipline. On the the whole, there is no doubt surrounding the value of empirical endeavours in econometrics to address real world economic problems, but equally so, the heavy weighted (...) use and reliance on mathematical contents as a way of justifying its scientific base seemed to be loosing traction of the intended focus of economics when it comes to confronting real world problems in the domain of social interaction. In this vein, the construction of mixed methods discourse(s), which favour that of CR philosophy is hereby suggested in this article as a way forward in confronting with issues raised by critics of mainstream economics and other professionals in the postmodern era. (shrink)

This paper deploys a Cantor-style diagonal argument which indicates that there is more possible mathematical content than there are propositional functions in Russell and Whitehead's Principia Mathematica and similar formal systems. This technical result raises a historical question: "How did Russell, who was himself an expert in diagonal arguments, not see this coming?" It turns out that answering this question requires an appreciation of Russell's understanding of what logic is, and how he construed the relationship between logic and Principia (...) Mathematica. (shrink)

Abstract. First-year mathematics education students often face challenges with College and Advanced Algebra assessments. This study aimed to develop and validate a 100-item multiple-choice midterm test for College and Advanced Algebra, ensuring the test's validity and reliability. The test was designed following a structured process that included creating a Table of Specifications (TOS) based on the approved syllabus. To ensure content accuracy and relevance, the test was reviewed by three subject matter experts and evaluated for clarity by 15 students. Pilot (...) testing was conducted with 82 fourth-year Bachelor of Secondary Education Mathematics (BSEd Mathematics) students. The pilot test results underwent detailed item analysis, focusing on metrics such as the difficulty index, discrimination index, and overall reliability using the Kuder-Richardson Formula 20 (KR-20). Of the 100 items, 22 were retained, 48 were revised, and 30 were discarded. The test achieved a reliability coefficient of 0.876, indicating strong internal consistency. The findings suggest that the validated test questionnaire is a dependable tool for accurately assessing students’ knowledge in College and Advanced Algebra, providing valuable feedback for educators and students. (shrink)

Robert Batterman’s ontological insights (2002, 2004, 2005) are apt: Nature abhors singularities. “So should we,” responds the physicist. However, the epistemic assessments of Batterman concerning the matter prove to be less clear, for in the same vein he write that singularities play an essential role in certain classes of physical theories referring to certain types of critical phenomena. I devise a procedure (“methodological fundamentalism”) which exhibits how singularities, at least in principle, may be avoided within the same classes of formalisms (...) discussed by Batterman. I show that we need not accept some divergence between explanation and reduction (Batterman 2002), or between epistemological and ontological fundamentalism (Batterman 2004, 2005). Though I remain sympathetic to the ‘principle of charity’ (Frisch (2005)), which appears to favor a pluralist outlook, I nevertheless call into question some of the forms such pluralist implications take in Robert Batterman’s conclusions. It is difficult to reconcile some of the pluralist assessments that he and some of his contemporaries advocate with what appears to be a countervailing trend in a burgeoning research tradition known as Clifford (or geometric) algebra. In my critical chapters (2 and 3) I use some of the demonstrated formal unity of Clifford algebra to argue that Batterman (2002) equivocates a physical theory’s ontology with its purely mathematical content. Carefully distinguishing the two, and employing Clifford algebraic methods reveals a symmetry between reduction and explanation that Batterman overlooks. I refine this point by indicating that geometric algebraic methods are an active area of research in computational fluid dynamics, and applied in modeling the behavior of droplet-formation appear to instantiate a “methodologically fundamental” approach. I argue in my introductory and concluding chapters that the model of inter-theoretic reduction and explanation offered by Fritz Rohrlich (1988, 1994) provides the best framework for accommodating the burgeoning pluralism in philosophical studies of physics, with the presumed claims of formal unification demonstrated by physicists choices of mathematical formalisms such as Clifford algebra. I show how Batterman’s insights can be reconstructed in Rohrlich’s framework, preserving Batterman’s important philosophical work, minus what I consider are his incorrect conclusions. (shrink)

Elective mathematics has been an extra mathematics subject for pilot students of Eduardo Barretto Sr. National High School for quite some time now. Through this, many alumni testified how this helped them understand senior high school and college math. However, the teachers have also been struggling with the resources for specific areas of mathematics, such as Business Math, Statistics, Analytic Geometry, Trigonometry, and Calculus. When the pandemic hit the Philippines, contextualized learning material aligned with the Most Essential Learning Competencies (MELC) (...) helped elective mathematics teachers. The contextualized learning material was developed from April to August 2020 and was first validated in February 2021 by the students who participated in the pilot testing. However, following the due process, it was suggested that I revalidate the IDEA-formatted Analytic Geometry and Trigonometry instructional material. It examines Eduardo Barretto Sr. National High School mathematics teachers and SDO Calamba City experts' evaluation of the content's topics, objectives, concepts, directions, and activities and the format's prints, illustrations, design, and layout. Participants' perceptions of learning material were assessed using a 4-point Likert Scale survey. Hence, descriptive quantitative design. Participants were surveyed using a 4-point Likert Scale to assess their learning content impression. The findings reveal that the participants found the format and content of the developed learning material to be very satisfactory. The indicators "localized" and "can be done independently" were viewed as Fair and Satisfactory, respectively. The learning material was enhanced by localizing the activities and giving directions that could facilitate self-learning. (shrink)

At the beginning of the 20th century, Gestalt psychologists put forward the concept of psychoneural isomorphism, which was meant to replace Fechner’s obscure notion of psychophysical parallelism and provide a heuristics that may facilitate the search for the neural correlates of the mind. However, the concept has generated much confusion in the debate, and today its role is still unclear. In this contribution, I will attempt a little conceptual spadework in clarifying the concept of psychoneural isomorphism, focusing exclusively on conscious (...) visual perceptual experience and its neural correlates. Firstly, I will outline the history of our concept, and its alleged metaphysical and epistemic roles. Then, I will clarify the nature of isomorphism and rule out its metaphysical role. Finally, I will review some epistemic roles of our concept, zooming in on the work of Jean Petitot, and suggest that it does not play a relevant heuristic role. I conclude suggesting that psychoneural isomorphism might be an indicator of robustness for certain mathematical descriptions of perceptual content. (shrink)

Contents: Danuta Ługowska, Incommensurability of Paradigms Exemplified by the Differences Between the Western and Eastern European Image of the Human Person ; Maria-Magdalena Weker, Light, Body and Soul – the Issues Fundamental for Theories of Vision. A Historical Survey ; Dariusz Kucharski, The Conception of Sensory Perception and Scientific Research. (The Theory of Sign within Philosophy of G. Berkeley and T. Reid) ; Grzegorz Bugajak, Causality and Determinism in Physics ; Anna Lemańska, Truth in Mathematics ; Anna Latawiec, Troubles (...) with the Philosophy of Medicine ; Adam Świeżyński, Values, Axiological Experience, and Scientific Research ; Grzegorz Bugajak, Fears of Science. Nature and Human Actions ; Adam Świeżyński, Some Remarks on the Human Search for Sense in the Context of Human Actions. (shrink)

Elementary preservice teachers (EPTs) substantially impact the quality of mathematics education, and their subject preference and problem-solving performance are essential indicators of their readiness to teach. The study described EPTs’ subject preference and problem-solving performance. Through a sequential explanatory research design, the quantitative inquiry involved 125 random samples, while the qualitative inquiry was participated by 30 non-random samples. Data were obtained by using an online survey and conferencing. Quantitative data were analyzed through descriptive statistics and analysis of variance, whereas qualitative (...) data were themed accordingly. The EPTs displayed unsatisfactory problem-solving performance and preferred to handle subjects other than math. Besides, the analysis found no significant performance differences with the EPTs’ subject preferences. Further, the EPTs who preferred to teach mathematics expressed their confidence in mathematics. Meanwhile, the EPTs who preferred other subjects displayed math avoidance. The study revealed an alarming result indicating that the EPTs are unprepared for teaching. As agents in cultivating the nation’s mathematics education status, these EPTs must be equipped with fundamental content knowledge. It is suggested that educational decision-makers take measures to address the issues identified concerning EPTs’ readiness to teach mathematics successfully. (shrink)

The first collection of Leibniz's key writings on the binary system, newly translated, with many previously unpublished in any language. -/- The polymath Gottfried Wilhelm Leibniz (1646–1716) is known for his independent invention of the calculus in 1675. Another major—although less studied—mathematical contribution by Leibniz is his invention of binary arithmetic, the representational basis for today's digital computing. This book offers the first collection of Leibniz's most important writings on the binary system, all newly translated by the authors with (...) many previously unpublished in any language. Taken together, these thirty-two texts tell the story of binary as Leibniz conceived it, from his first youthful writings on the subject to the mature development and publication of the binary system. -/- As befits a scholarly edition, Strickland and Lewis have not only returned to Leibniz's original manuscripts in preparing their translations, but also provided full critical apparatus. In addition to extensive annotations, each text is accompanied by a detailed introductory “headnote” that explains the context and content. Additional mathematical commentaries offer readers deep dives into Leibniz's mathematical thinking. The texts are prefaced by a lengthy and detailed introductory essay, in which Strickland and Lewis trace Leibniz's development of binary, place it in its historical context, and chart its posthumous influence, most notably on shaping our own computer age. (shrink)

One of the important challenges in the philosophy of mathematics is to account for the semantics of sentences that express mathematical propositions while simultaneously explaining our access to their contents. This is Benacerraf’s Dilemma. In this dissertation, I argue that cognitive science furnishes new tools by means of which we can make progress on this problem. The foundation of the solution, I argue, must be an ontologically realist, albeit non-platonist, conception of mathematical reality. The semantic portion of (...) the problem can be addressed by accepting a Chomskyan conception of natural languages and a matching internalist, mentalist and nativist view of semantics. A helpful perspective on the epistemic aspect of the puzzle can be gained by translating Kurt G ̈odel’s neo-Kantian conception of the nature of mathematics and its objects into modern, cognitive terms. (shrink)

Iterability, the repetition which alters the idealization it reproduces, is the engine of deconstructive movement. The fact that all experience is transformative-dissimulative in its essence does not, however, mean that the momentum of change is the same for all situations. Derrida adapts Husserl's distinction between a bound and a free ideality to draw up a contrast between mechanical mathematical calculation, whose in-principle infinite enumerability is supposedly meaningless, empty of content, and therefore not in itself subject to alteration through contextual (...) change, and idealities such as spoken or written language which are directly animated by a meaning-to-say and are thus immediately affected by context. Derrida associates the dangers of cultural stagnation, paralysis and irresponsibility with the emptiness of programmatic, mechanical, formulaic thinking. This paper endeavors to show that enumerative calculation is not context-independent in itself but is instead immediately infused with alteration, thereby making incoherent Derrida's claim to distinguish between a free and bound ideality. Along with the presumed formal basis of numeric infinitization, Derrida's non-dialectical distinction between forms of mechanical or programmatic thinking (the Same) and truly inventive experience (the absolute Other) loses its justification. In the place of a distinction between bound and free idealities is proposed a distinction between two poles of novelty; the first form of novel experience would be characterized by affectivites of unintelligibility , confusion and vacuity, and the second by affectivities of anticipatory continuity and intimacy. (shrink)

The present Yearbook (which is the fourth in the series) is subtitled Trends & Cycles. Already ancient historians (see, e.g., the second Chapter of Book VI of Polybius' Histories) described rather well the cyclical component of historical dynamics, whereas new interesting analyses of such dynamics also appeared in the Medieval and Early Modern periods (see, e.g., Ibn Khaldūn 1958 [1377], or Machiavelli 1996 [1531] 1). This is not surprising as the cyclical dynamics was dominant in the agrarian social systems. With (...) modernization, the trend dynamics became much more pronounced and these are trends to which the students of modern societies pay more attention. Note that the term trend – as regards its contents and application – is tightly connected with a formal mathematical analysis. Trends may be described by various equations – linear, exponential, power-law, etc. On the other hand, the cliodynamic research has demonstrated that the cyclical historical dynamics can be also modeled mathematically in a rather effective way (see, e.g., Usher 1989; Chu and Lee 1994; Turchin 2003, 2005a, 2005b; Turchin and Korotayev 2006; Turchin and Nefedov 2009; Nefedov 2004; Korotayev and Komarova 2004; Korotayev, Malkov, and Khaltourina 2006; Korotayev and Khaltourina 2006; Korotayev 2007; Grinin 2007), whereas the trend and cycle components of historical dynamics turn out to be of equal importance. (shrink)

The content of the manuscript represents a bold idea system, it is beyond the boundaries of all existing knowledge but the method of reasoning and logic is also very strict and scientific. The purpose of the manuscript is to unify the natural categories (natural philosophy, natural geometry, quantum mechanics, astronomy,…), and to open a new direction for most other sciences. Abstract of the manuscript: About Philosophy: • Proved the existence of time and non-dilation. • Proved that matter is always motionless (...) in space. • Conclusion that space is energy. • … About Mathematics: • Solved the squaring the circle problem(a millennium problem). • Using the equation to calculate speed of light is 471.000.000 m/s • … About Physics : • Explained the nature of gravity. • Explained dark energy, spin value of Nucleon. • Explained matter and antimatter. • …. (shrink)

Table of Contents: Chapter 1: Wolff and the Refinement of the Mathematical Method / Chapter 2: Wolff’s Emendation of Ontology / Chapter 3: Soul, World, and God: Wolff’s Metaphysics / Chapter 4: Women and the Wolffian Philosophy / Chapter 5: The Abuse of Philosophy: Pietism and the Metaphysics of Freedom / Chapter 6: Reason beyond Proof: Debating the Use and Limits of the PSR / Chapter 7: The Paradoxes of Sensation/ Chapter 8: G. F. Meier on the Fate (...) of the Soul / Chapter 9: Moses Mendelssohn and the Ghost of Spinoza . (shrink)