According to platonists, entities such as numbers, sets, propositions and properties are abstract objects. But abstract objects lack causal powers and a location in space and time, so how could we ever come to know of the existence of such impotent and remote objects? In Knowledge, Cause, and Abstract Objects, Colin Cheyne presents the first systematic and detailed account of this epistemological objection to the platonist doctrine that abstract objects exist and can be known. Since mathematics has such a central role in the acquisition of scientific knowledge, he concentrates on mathematical platonism. He also concentrates on our knowledge of what exists, and argues for a causal constraint on such existential knowledge. Finally, he exposes the weaknesses of recent attempts by platonists to account for our supposed platonic knowledge. This book will be of particular interest to researchers and advanced students of epistemology and of the philosophy of mathematics and science. It will also be of interest to all philosophers with a general interest in metaphysics and ontology.

According to platonists, entities such as numbers, sets, propositions and properties are abstract objects. But abstract objects lack causal powers and a location in space and time, so how could we ever come to know of the existence of such impotent and remote objects? In Knowledge, Cause, and Abstract Objects, Colin Cheyne presents the first systematic and detailed account of this epistemological objection to the platonist doctrine that abstract objects exist and can be known. Since mathematics has such a central role in the acquisition of scientific knowledge, he concentrates on mathematical platonism. He also concentrates on our knowledge of what exists, and argues for a causal constraint on such existential knowledge. Finally, he exposes the weaknesses of recent attempts by platonists to account for our supposed platonic knowledge. This book will be of particular interest to researchers and advanced students of epistemology and of the philosophy of mathematics and science. It will also be of interest to all philosophers with a general interest in metaphysics and ontology.

Using the very successful format of the What Successful Teachers Do series, Neal Glasgow, Michele Cheyne, and Randy Yerrick present 75 research-based strategies for effective science instruction. Each strategy includes a brief description of the research, the classroom applications, possible pitfalls during implementation, and the source citations for those who want to learn more. These strategies allow secondary science teachers to differentiate instruction within an inquiry approach. Readers will learn how to: - Engage students in inquiry-based science - Promote collaborative learning - Incorporate technology into activities and assignments - Use formative assessment to engage students in content and instruction - Develop culturally responsive practices that invite contributions from diverse students - Build students' scientific literacy and reasoning skills - Involve parents in their children's science learning.