By Gila Hanna, Hans Niels Jahnke, Helmut Pulte

In the 4 many years considering that Imre Lakatos declared arithmetic a "quasi-empirical science," expanding consciousness has been paid to the method of evidence and argumentation within the box -- a improvement paralleled through the increase of computing device know-how and the mounting curiosity within the logical underpinnings of arithmetic. *Explanantion and evidence in Mathematics* assembles views from arithmetic schooling and from the philosophy and background of arithmetic to reinforce mutual wisdom and proportion contemporary findings and advances of their interrelated fields. With examples starting from the geometrists of the seventeenth century and historic chinese language algorithms to cognitive psychology and present academic perform, individuals discover the function of refutation in producing proofs, the various hyperlinks among scan and deduction, using diagrammatic pondering as well as natural good judgment, and the makes use of of evidence in arithmetic schooling (including a critique of "authoritative" as opposed to "authoritarian" instructing styles).

A sampling of the coverage:

- The conjoint origins of evidence and theoretical physics in historical Greece
- Proof as bearers of mathematical knowledge
- Bridging realizing and proving in mathematical reasoning
- The position of arithmetic in long term cognitive improvement of reasoning
- Proof as test within the paintings of Wittgenstein
- Relationships among mathematical facts, problem-solving, and explanation

*Explanation and evidence in Mathematics* is bound to draw quite a lot of readers, together with mathematicians, arithmetic schooling execs, researchers, scholars, and philosophers and historians of mathematics.

**Read or Download Explanation and Proof in Mathematics: Philosophical and Educational Perspectives PDF**

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**Extra resources for Explanation and Proof in Mathematics: Philosophical and Educational Perspectives**

**Sample text**

Postulate 3 guarantees the possibility to generate circles by means of motion. The generating motion is so obviously continuous that the thought of 36 T. Koetsier circumferences with holes in them does not even occur. The existence of the point of intersection of the two circles created by rope-stretching is automatically carried over in the Euclidean Metaphor. Yet, from a modern point of view there is a tacit assumption involved in the construction. A possible explicitation of this assumption is the following: if the circumference of a circle C1 partly lies inside another circle C2 and partly outside that other circle, the circumference of C1 will intersect the circumference of C2.

4 Implications for the Teaching of Proof As we have seen, the “Hypothetical” view of modern post-Euclidean mathematics has a high affinity with the origins of proof in pre-Euclidean Greek dialectics. In dialectics, one may suppose axioms or hypotheses without assigning them epistemological qualification as evident or true. Nevertheless, at present the teaching of proof in schools is more or less ruled by an implicit, strictly Euclidean view. When proof is mentioned in the classroom, the message is above all that proof makes a proposition safe beyond doubt.

1, pp. 180–195). Duhem, P. (1994). Sozein ta Phainomena. Essai sur la notion de théorie physique de Platon à Galilée. Paris: Vrin (Original publication 1908). Freudenthal, H. (1973). Mathematics as an educational task. Dordrecht: Reidel. Gödel, K. (1944). Russell’s Mathematical Logic. In P. A. ) The Philosophy of Bertrand Russell (pp. 125–153). New York: Tudor. Quoted according to: P. Benacerraf, & H. ) Philosophy of mathematics, Englewood Cliffs 1964. Hanna, G. (1989). Proofs that prove and proofs that explain.