There is a long tradition, in the history and philosophy of science, of studying Kant's philosophy of mathematics, but recently philosophers have begun to examine the way in which Kant's reflections on mathematics play a role in his philosophy more generally, and in its development. For example, in the Critique of Pure Reason, Kant outlines the method of philosophy in general by contrasting it with the method of mathematics; in the Critique of Practical Reason, Kant compares the Formula of Universal Law, central to his theory of moral judgement, to a mathematical postulate; in the Critique of Judgement, where he considers aesthetic judgment, Kant distinguishes the mathematical sublime from the dynamical sublime. This last point rests on the distinction that shapes the Transcendental Analytic of Concepts at the heart of Kant's Critical philosophy, that between the mathematical and the dynamical categories. These examples make it clear that Kant's transcendental philosophy is strongly influenced by the importance and special status of mathematics. The contributions to this book explore this theme of the centrality of mathematics to Kant's philosophy as a whole. This book was originally published as a special issue of the Canadian Journal of Philosophy.

With this seventh volume, as part of the series of yearbooks by the Association of Mathematics Educators in Singapore, we aim to provide a range of learning experiences and teaching strategies that mathematics teachers can judiciously select and adapt in order to deliver effective lessons to their students at the primary to secondary level. Our ultimate goal is to develop successful problem solvers who are able to understand concepts, master fundamental skills, reason logically, apply mathematics, enjoy learning, and strategise their thinking. These qualities will prepare students for life-long learning and careers in the 21st century.The materials covered are derived from psychological theories, education praxis, research findings, and mathematics discourse, mediated by the author's professional experiences in mathematics education in four countries over the past four decades. They are organised into ten chapters aligned with the Singapore mathematics curriculum framework to help teachers and educators from Singapore and other countries deepen their understanding about the so-called 'Singapore Maths'.The book strikes a balance between mathematical rigour and pedagogical diversity, without rigid adherence to either. This is relevant to the current discussion about the relative roles of mathematics content knowledge and pedagogical content knowledge in effective teaching. It also encourages teachers to develop their own philosophy and teaching styles so that their lessons are effective, efficient, and enjoyable to teach.

Mathematical platonism is the view that mathematical statements are true of real mathematical objects like numbers, shapes, and sets. One central problem with platonism is that numbers, shapes, sets, and the like are not perceivable by our senses. In contemporary philosophy, the most common defense of platonism uses what is known as the indispensability argument. According to the indispensabilist, we can know about mathematics because mathematics is essential to science. Platonism is among the most persistent philosophical views. Our mathematical beliefs are among our most entrenched. They have survived the demise of millennia of failed scientific theories. Once established, mathematical theories are rarely rejected, and never for reasons of their inapplicability to empirical science. Autonomy Platonism and the Indispensability Argument is a defense of an alternative to indispensability platonism. The autonomy platonist believes that mathematics is independent of empirical science: there is purely mathematical evidence for purely mathematical theories which are even more compelling to believe than empirical science. Russell Marcus begins by contrasting autonomy platonism and indispensability platonism. He then argues against a variety of indispensability arguments in the first half of the book. In the latter half, he defends a new approach to a traditional platonistic view, one which includes appeals to a priori but fallible methods of belief acquisition, including mathematical intuition, and a natural adoption of ordinary mathematical methods. In the end, Marcus defends his intuition-based autonomy platonism against charges that the autonomy of mathematics is viciously circular. This book will be useful to researchers, graduate students, and advanced undergraduates with interests in the philosophy of mathematics or in the connection between science and mathematics.

Gilles Deleuze's engagements with mathematics, replete in his work, rely upon the construction of alternative lineages in the history of mathematics, which challenge some of the self imposed limits that regulate the canonical concepts of the discipline. For Deleuze, these challenges provide an opportunity to reconfigure particular philosophical problems - for example, the problem of individuation - and to develop new concepts in response to them. The highly original research presented in this book explores the mathematical construction of Deleuze's philosophy, as well as addressing the undervalued and often neglected question of the mathematical thinkers who influenced his work. In the wake of Alain Badiou's recent and seemingly devastating attack on the way the relation between mathematics and philosophy is configured in Deleuze's work, Simon B.Duffy offers a robust defence of the structure of Deleuze's philosophy and, in particular, the adequacy of the mathematical problems used in its construction. By reconciling Badiou and Deleuze's seemingly incompatible engagements with mathematics, Duffy succeeds in presenting a solid foundation for Deleuze's philosophy, rebuffing the recent challenges against it.

The book is a research monograph on the notions of truth and assertibility as they relate to the foundations of mathematics. It is aimed at a general mathematical and philosophical audience. The central novelty is an axiomatic treatment of the concept of assertibility. This provides us with a device that can be used to handle difficulties that have plagued philosophical logic for over a century. Two examples relate to Frege's formulation of second-order logic and Tarski's characterization of truth predicates for formal languages. Both are widely recognized as fundamental advances, but both are also seen as being seriously flawed: Frege's system, as Russell showed, is inconsistent, and Tarski's definition fails to capture the compositionality of truth. A formal assertibility predicate can be used to repair both problems. The repairs are technically interesting and conceptually compelling. The approach in this book will be of interest not only for the uses the author has put it to, but also as a flexible tool that may have many more applications in logic and the foundations of mathematics.

This collection of new essays offers a "state-of-the-art" conspectus of major trends in the philosophy of logic and philosophy of mathematics. A distinguished group of philosophers addresses issues at the center of contemporary debate: semantic and set-theoretic paradoxes, the set/class distinction, foundations of set theory, mathematical intuition and many others. The volume includes Hilary Putnam's 1995 Alfred Tarski lectures published here for the first time. The essays are presented to honor the work of Charles Parsons.

The first European Congress of Mathematics was held in Paris from July 6 to July 10, 1992, at the Sorbonne and Pantheon-Sorbonne universities. It was hoped that the Congress would constitute a symbol of the development of the community of European nations. More than 1,300 persons attended the Congress. The purpose of the Congress was twofold. On the one hand, there was a scientific facet which consisted of forty-nine invited mathematical lectures that were intended to establish the state of the art in the various branches of pure and applied mathematics. This scientific facet also included poster sessions where participants had the opportunity of presenting their work. Furthermore, twenty four specialized meetings were held before and after the Congress. The second facet of the Congress was more original. It consisted of sixteen round tables whose aim was to review the prospects for the interactions of mathe matics, not only with other sciences, but also with society and in particular with education, European policy and industry. In connection with this second goal, the Congress also succeeded in bringing mathematics to a broader public. In addition to the round tables specifically devoted to this question, there was a mini-festival of mathematical films and two mathematical exhibits. Moreover, a Junior Mathematical Congress was organized, in parallel with the Congress, which brought together two hundred high school students."

Praise for William Dunhams Journey Through Genius The Great Theorems of Mathematics "Dunham deftly guides the reader through the verbal and logical intricacies of major mathematical questions and proofs, conveying a splendid sense of how the greatest mathematicians from ancient to modern times presented their arguments." Ivars Peterson Author, The Mathematical Tourist Mathematics and Physics Editor, Science News

"It is mathematics presented as a series of works of art; a fascinating lingering over individual examples of ingenuity and insight. It is mathematics by lightning flash." Isaac Asimov

"It is a captivating collection of essays of major mathematical achievements brought to life by the personal and historical anecdotes which the author has skillfully woven into the text. This is a book which should find its place on the bookshelf of anyone interested in science and the scientists who create it." R. L. Graham, AT&T Bell Laboratories

"Come on a time-machine tour through 2,300 years in which Dunham drops in on some of the greatest mathematicians in history. Almost as if we chat over tea and crumpets, we get to know them and their ideasideas that ring with eternity and that offer glimpses into the often veiled beauty of mathematics and logic. And all the while we marvel, hoping that the tour will not stop." Jearl Walker, Physics Department, Cleveland State University Author of The Flying Circus of Physics

How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning.
Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mathematical reasoning. It represents a move away from the traditional notion of reasoning as "abstract" and "disembodied," to the contemporary view that it is "embodied" and "imaginative." From this perspective, mathematical reasoning involves reasoning with structures that emerge from our bodily experiences as we interact with the environment; these structures extend beyond finitary propositional representations. Mathematical reasoning is imaginative in the sense that it utilizes a number of powerful, illuminating devices that structure these concrete experiences and transform them into models for abstract thought. These "thinking tools"--analogy, metaphor, metonymy, and imagery--play an important role in mathematical reasoning, as the chapters in this book demonstrate, yet their potential for enhancing learning in the domain has received little recognition.
This book is an attempt to fill this void. Drawing upon backgrounds in mathematics education, educational psychology, philosophy, linguistics, and cognitive science, the chapter authors provide a rich and comprehensive analysis of mathematical reasoning. New and exciting perspectives are presented on the nature of mathematics (e.g., "mind-based mathematics"), on the array of powerful cognitive tools for reasoning (e.g., "analogy and metaphor"), and on the different ways these tools can facilitate mathematical reasoning. Examples are drawn from the reasoning of the preschool child to that of the adult learner.

The nature of truth in mathematics is a problem which has exercised the minds of thinkers from at least the time of the ancient Greeks. The great advances in mathematics and philosophy in the twentieth century--and in particular the proof of Gödel's theorem and the development of the notion of independence in mathematics--have led to new viewpoints on his question. This book is the result of the interaction of a number of outstanding mathematicians and philosophers--including Yurii Manin, Vaughan Jones, and Per Martin-Löf--and their discussions of this problem. It provides an overview of the forefront of current thinking, and is a valuable introduction and reference for researchers in the area.

This study addresses a central theme in current philosophy: Platonism vs Naturalism and provides accounts of both approaches to mathematics, crucially discussing Quine, Maddy, Kitcher, Lakoff, Colyvan, and many others. Beginning with accounts of both approaches, Brown defends Platonism by arguing that only a Platonistic approach can account for concept acquisition in a number of special cases in the sciences. He also argues for a particular view of applied mathematics, a view that supports Platonism against Naturalist alternatives. Not only does this engaging book present the Platonist-Naturalist debate over mathematics in a comprehensive fashion, but it also sheds considerable light on non-mathematical aspects of a dispute that is central to contemporary philosophy.

Maurice Potron (1872-1942), a French Jesuit mathematician, constructed and analyzed a highly original, but virtually unknown economic model. This book presents translated versions of all his economic writings, preceded by a long introduction which sketches his life and environment based on extensive archival research and family documents. Potron had no education in economics and almost no contact with the economists of his time. His primary source of inspiration was the social doctrine of the Church, which had been updated at the end of the nineteenth century. Faced with the 'economic evils' of his time, he reacted by utilizing his talents as a mathematician and an engineer to invent and formalize a general disaggregated model in which production, employment, prices and wages are the main unknowns. He introduced four basic principles or normative conditions ('sufficient production', the 'right to rest', 'justice in exchange', and the 'right to live') to define satisfactory regimes of production and labour on the one hand, and of prices and wages on the other. He studied the conditions for the existence of these regimes, both on the quantity side and the value side, and he explored the way to implement them. This book makes it clear that Potron was the first author to develop a full input-output model, to use the Perron-Frobenius theorem in economics, to state a duality result, and to formulate the Hawkins-Simon condition. These are all techniques which now belong to the standard toolkit of economists. This book will be of interest to Economics postgraduate students and researchers, and will be essential reading for courses dealing with the history of mathematical economics in general, and linear production theory in particular.

Twentieth-century China has been caught between a desire to increase its wealth and power in line with other advanced nations, which, by implication, means copying their institutions, practices and values, whilst simultaneously seeking to preserve China's independence and historically formed identity. Over time, Chinese philosophers, writers, artists and politicians have all sought to reconcile these goals and this book shows how this search for a Chinese way penetrated even the most central, least contested area of modernity: science. Reviving Ancient Chinese Mathematics is a study of the life of one of modern China's most admired scientific figures, the mathematician Wu Wen-Tsun. Negotiating the conflict between progress and tradition, he found a path that not only ensured his political and personal survival, but which also brought him renown as a mathematician of international status who claimed that he stood outside the dominant western tradition of mathematics. Wu Wen-Tsun's story highlights crucial developments and contradictions in twentieth -century China, the significance of which extends far beyond the field of mathematics. On one hand lies the appeal of radical scientific modernity, "mechanisation" in all its forms, and competitiveness within the international scientific community. On the other is an anxiety to preserve national traditions and make them part of the modernisation project. Moreover, Wu's intellectual development also reflects the complex relationship between science and Maoist ideology, because his turn to history was powered by his internalisation of certain aspects of Maoist ideology, including its utilitarian philosophy of science. This book traces how Wu managed to combine political success and international scientific eminence, a story that has wider implications for a new century of increasing Chinese activity in the sciences. As such, it will be of great interest to students and scholars of Chinese history, the history of science and the history and philosophy of mathematics.

Grounding Concepts tackles the issue of arithmetical knowledge, developing a new position which respects three intuitions which have appeared impossible to satisfy simultaneously: a priorism, mind-independence realism, and empiricism. Drawing on a wide range of philosophical influences, but avoiding unnecessary technicality, a view is developed whereby arithmetic can be known through the examination of empirically grounded concepts. These are concepts which, owing to their relationship to sensory input, are non-accidentally accurate representations of the mind-independent world. Examination of such concepts is an armchair activity, but enables us to recover information which has been encoded in the way our concepts represent. Emphasis on the key role of the senses in securing this coding relationship means that the view respects empiricism, but without undermining the mind-independence of arithmetic or the fact that it is knowable by means of a special armchair method called conceptual examination. A wealth of related issues are covered during the course of the book, including definitions of realism, conditions on knowledge, the problems with extant empiricist approaches to the a priori, mathematical explanation, mathematical indispensability, pragmatism, conventionalism, empiricist criteria for meaningfulness, epistemic externalism and foundationalism. The discussion encompasses themes from the work of Locke, Kant, Ayer, Wittgenstein, Quine, McDowell, Field, Peacocke, Boghossian, and many others.

First published in 1961, Inductive Probability is a dialectical analysis of probability as it occurs in inductions. The book elucidates on the various forms of inductive, the criteria for their validity, and the consequent probabilities. This survey is complemented with a critical evaluation of various arguments concerning induction and a consideration of relation between inductive reasoning and logic. The book promises accessibility to even casual readers of philosophy, but it will hold particular interest for students of Philosophy, Mathematics and Logic.

Logic Works is a critical and extensive introduction to logic. It asks questions about why systems of logic are as they are, how they relate to ordinary language and ordinary reasoning, and what alternatives there might be to classical logical doctrines. The book covers classical first-order logic and alternatives, including intuitionistic, free, and many-valued logic. It also considers how logical analysis can be applied to carefully represent the reasoning employed in academic and scientific work, better understand that reasoning, and identify its hidden premises. Aiming to be as much a reference work and handbook for further, independent study as a course text, it covers more material than is typically covered in an introductory course. It also covers this material at greater length and in more depth with the purpose of making it accessible to those with no prior training in logic or formal systems. Online support material includes a detailed student solutions manual with a running commentary on all starred exercises, and a set of editable slide presentations for course lectures. Key Features Introduces an unusually broad range of topics, allowing instructors to craft courses to meet a range of various objectives Adopts a critical attitude to certain classical doctrines, exposing students to alternative ways to answer philosophical questions about logic Carefully considers the ways natural language both resists and lends itself to formalization Makes objectual semantics for quantified logic easy, with an incremental, rule-governed approach assisted by numerous simple exercises Makes important metatheoretical results accessible to introductory students through a discursive presentation of those results and by using simple case studies

Paradoxes of the Infinite presents one of the most insightful, yet strangely unacknowledged, mathematical treatises of the 19th century: Dr Bernard Bolzano's Paradoxien. This volume contains an adept translation of the work itself by Donald A. Steele S.J., and in addition an historical introduction, which includes a brief biography as well as an evaluation of Bolzano the mathematician, logician and physicist.

Rarely has the history or philosophy of mathematics been written about by mathematicians, and the analysis of mathematical texts themselves has been an area almost entirely unexplored. Figures of Thought looks at ways in which mathematical works can be read as texts, examines their textual strategies and demonstrates that such readings provide a rich source of philosophical issues regarding mathematics: issues which traditional approaches to the history and philosophy of mathematics have neglected. David Reed, a professional mathematician himself, offers the first sustained and critical attempt to find a consistent argument or narrative thread in mathematical texts. In doing so he develops new and fascinating interpretations of mathematicians' work throughout history, from an in-depth analysis of Euclid's Elements, to the mathematics of Descartes and right up to the work of contemporary mathematicians such as Grothendeick. He also traces the implications of this approach to the understanding of the history and development of mathematics.

Very Short Introductions: Brilliant, Sharp, Inspiring Kurt Goedel first published his celebrated theorem, showing that no axiomatization can determine the whole truth and nothing but the truth concerning arithmetic, nearly a century ago. The theorem challenged prevalent presuppositions about the nature of mathematics and was consequently of considerable mathematical interest, while also raising various deep philosophical questions. Goedel's Theorem has since established itself as a landmark intellectual achievement, having a profound impact on today's mathematical ideas. Goedel and his theorem have attracted something of a cult following, though his theorem is often misunderstood. This Very Short Introduction places the theorem in its intellectual and historical context, and explains the key concepts as well as common misunderstandings of what it actually states. A. W. Moore provides a clear statement of the theorem, presenting two proofs, each of which has something distinctive to teach about its content. Moore also discusses the most important philosophical implications of the theorem. In particular, Moore addresses the famous question of whether the theorem shows the human mind to have mathematical powers beyond those of any possible computer ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

Russell's first book on philosophy and a fascinating insight into his early thinking A classic in the history and philosophy of mathematics and logic by one of the greatest philosophers of the 20th century This Routledge Classics edition includes a new foreword by Michael Potter, a renowned expert on analytic philosophy

"The old logic put thought in fetters, while the new logic gives it wings." For the past century, philosophers working in the tradition of Bertrand Russell - who promised to revolutionise philosophy by introducing the 'new logic' of Frege and Peano - have employed predicate logic as their formal language of choice. In this book, Dr David Corfield presents a comparable revolution with a newly emerging logic - modal homotopy type theory. Homotopy type theory has recently been developed as a new foundational language for mathematics, with a strong philosophical pedigree. Modal Homotopy Type Theory: The Prospect of a New Logic for Philosophy offers an introduction to this new language and its modal extension, illustrated through innovative applications of the calculus to language, metaphysics, and mathematics. The chapters build up to the full language in stages, right up to the application of modal homotopy type theory to current geometry. From a discussion of the distinction between objects and events, the intrinsic treatment of structure, the conception of modality as a form of general variation to the representation of constructions in modern geometry, we see how varied the applications of this powerful new language can be.

Brilliant introduction to the philosophy of mathematics, from the question 'what is a number?' up to the concept of infinity, descriptions, classes and axioms Russell deploys all his skills and brilliant prose to write an introductory book - a real gem by one of the 20th century's most celebrated philosophers New foreword by Michael Potter to the Routledge Classics edition places the book in helpful context and explains why it's a classic

Developing mathematical thinking is one of major aims of mathematics education. In mathematics education research, there are a number of researches which describe what it is and how we can observe in experimental research. However, teachers have difficulties developing it in the classrooms.

This book is the result of lesson studies over the past 50 years. It describes three perspectives of mathematical thinking: Mathematical Attitude (Minds set), Mathematical Methods in General and Mathematical Ideas with Content and explains how to develop them in the classroom with illuminating examples.

This reissue of D. A. Gillies highly influential work, first published in 1973, is a philosophical theory of probability which seeks to develop von Mises' views on the subject. In agreement with von Mises, the author regards probability theory as a mathematical science like mechanics or electrodynamics, and probability as an objective, measurable concept like force, mass or charge. On the other hand, Dr Gillies rejects von Mises' definition of probability in terms of limiting frequency and claims that probability should be taken as a primitive or undefined term in accordance with modern axiomatic approaches. This of course raises the problem of how the abstract calculus of probability should be connected with the 'actual world of experiments'. It is suggested that this link should be established, not by a definition of probability, but by an application of Popper's concept of falsifiability. In addition to formulating his own interesting theory, Dr Gillies gives a detailed criticism of the generally accepted Neyman Pearson theory of testing, as well as of alternative philosophical approaches to probability theory. The reissue will be of interest both to philosophers with no previous knowledge of probability theory and to mathematicians interested in the foundations of probability theory and statistics.

Developing mathematical thinking is one of major aims of mathematics education. In mathematics education research, there are a number of researches which describe what it is and how we can observe in experimental research. However, teachers have difficulties developing it in the classrooms.

This book is the result of lesson studies over the past 50 years. It describes three perspectives of mathematical thinking: Mathematical Attitude (Minds set), Mathematical Methods in General and Mathematical Ideas with Content and explains how to develop them in the classroom with illuminating examples.