Mathematics And Explanation
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Mathematics and Explanation
Author: Christopher Pincock
language: en
Publisher: Cambridge University Press
Release Date: 2023-05-25
This Element answers four questions. Can any traditional theory of scientific explanation make sense of the place of mathematics in explanation? If traditional monist theories are inadequate, is there some way to develop a more flexible, but still monist, approach that will clarify how mathematics can help to explain? What sort of pluralism about explanation is best equipped to clarify how mathematics can help to explain in science and in mathematics itself? Finally, how can the mathematical elements of an explanation be integrated into the physical world? Some of the evidence for a novel scientific posit may be traced to the explanatory power that this posit would afford, were it to exist. Can a similar kind of explanatory evidence be provided for the existence of mathematical objects, and if not, why not?
Mathematics Explained for Primary Teachers
Author: Derek Haylock
language: en
Publisher: SAGE Publications Limited
Release Date: 2024-03-16
The bestselling primary maths subject knowledge textbook for anyone training to teach in primary schools.
Visualization, Explanation and Reasoning Styles in Mathematics
Author: P. Mancosu
language: en
Publisher: Springer Science & Business Media
Release Date: 2006-03-30
In the 20th century philosophy of mathematics has to a great extent been dominated by views developed during the so-called foundational crisis in the beginning of that century. These views have primarily focused on questions pertaining to the logical structure of mathematics and questions regarding the justi?cation and consistency of mathematics. Paradigmatic in this - spect is Hilbert’s program which inherits from Frege and Russell the project to formalize all areas of ordinary mathematics and then adds the requi- ment of a proof, by epistemically privileged means (?nitistic reasoning), of the consistency of such formalized theories. While interest in modi?ed v- sions of the original foundational programs is still thriving, in the second part of the twentieth century several philosophers and historians of mat- matics have questioned whether such foundational programs could exhaust the realm of important philosophical problems to be raised about the nature of mathematics. Some have done so in open confrontation (and hostility) to the logically based analysis of mathematics which characterized the cl- sical foundational programs, while others (and many of the contributors to this book belong to this tradition) have only called for an extension of the range of questions and problems that should be raised in connection with an understanding of mathematics. The focus has turned thus to a consideration of what mathematicians are actually doing when they produce mathematics. Questions concerning concept-formation, understanding, heuristics, changes instyle of reasoning, the role of analogies and diagrams etc.