Conflicts Between Generalization Rigor And Intuition

This volume is, as may be readily apparent, the fruit of many years’ labor in archives and libraries, unearthing rare books, researching Nachlässe, and above all, systematic comparative analysis of fecund sources. The work not only demanded much time in preparation, but was also interrupted by other duties, such as time spent as a guest professor at universities abroad, which of course provided welcome opportunities to present and discuss the work, and in particular, the organizing of the 1994 International Graßmann Conference and the subsequent editing of its proceedings. If it is not possible to be precise about the amount of time spent on this work, it is possible to be precise about the date of its inception. In 1984, during research in the archive of the École polytechnique, my attention was drawn to the way in which the massive rupture that took place in 1811—precipitating the change back to the synthetic method and replacing the limit method by the method of the quantités infiniment petites—significantly altered the teaching of analysis at this first modern institution of higher education, an institution originally founded as a citadel of the analytic method.

The Eighteenth century is one of the most important periods in the history of Western philosophy, witnessing philosophical, scientific, and social and political change on a vast scale. In spite of this, there are few single volume overviews of the philosophy of the period as a whole. The Routledge Companion to Eighteenth Century Philosophy is an authoritative survey and assessment of this momentous period, covering major thinkers, topics and movements in Eighteenth century philosophy. Beginning with a substantial introduction by Aaron Garrett, the thirty-five specially commissioned chapters by an outstanding team of international contributors are organised into seven clear parts: Context and Movements Metaphysics and Understanding Mind, Soul, and Perception Morals and Aesthetics Politics and Society Philosophy in relation to the Arts and Sciences Major Figures. Major topics and themes are explored and discussed, ranging from materialism, free will and personal identity; to the emotions, the social contract, aesthetics, and the sciences, including mathematics and biology. The final section examines in more detail three figures central to the period: Hume, Rousseau and Kant. As such The Routledge Companion to Eighteenth Century Philosophy is essential reading for all students of the period, both in philosophy and related disciplines such as politics, literature, history and religious studies.

An inspiring collection of a historian's work on the history of mathematics.

A wide-ranging history of the algorithm. Bringing together the histories of mathematics, computer science, and linguistic thought, Language and the Rise of the Algorithm reveals how recent developments in artificial intelligence are reopening an issue that troubled mathematicians well before the computer age: How do you draw the line between computational rules and the complexities of making systems comprehensible to people? By attending to this question, we come to see that the modern idea of the algorithm is implicated in a long history of attempts to maintain a disciplinary boundary separating technical knowledge from the languages people speak day to day. Here Jeffrey M. Binder offers a compelling tour of four visions of universal computation that addressed this issue in very different ways: G. W. Leibniz’s calculus ratiocinator; a universal algebra scheme Nicolas de Condorcet designed during the French Revolution; George Boole’s nineteenth-century logic system; and the early programming language ALGOL, short for algorithmic language. These episodes show that symbolic computation has repeatedly become entangled in debates about the nature of communication. Machine learning, in its increasing dependence on words, erodes the line between technical and everyday language, revealing the urgent stakes underlying this boundary. The idea of the algorithm is a levee holding back the social complexity of language, and it is about to break. This book is about the flood that inspired its construction.

This book investigates Hermann Weyl’s work on the problem of space from the early 1920s onwards. It presents new material and opens the philosophical problem of space anew, crossing the disciplines of mathematics, history of science and philosophy. With a Kantian starting point Weyl asks: among all the infinitely many conceivable metrical spaces, which one applies to the physical world? In agreement with general relativity, Weyl acknowledges that the metric can quantitatively vary with the physical situation. Despite this freedom, Weyl “deduces”, with group-theoretical technicalities, that there is only one “kind” of legitimate metric. This construction was then decisive for the development of gauge theories. Nevertheless, the question of the foundations of the metric of physical theories is only a piece of a wider epistemological problem. Contributing authors mark out the double trajectory that goes through Weyl’s texts, from natural science to philosophy and conversely, always through the mediation of mathematics. Readers may trace the philosophical tradition to which Weyl refers and by which he is inspired (Kant, Husserl, Fichte, Leibniz, Becker etc.), and explore the mathematical tradition (Riemann, Helmholtz, Lie, Klein) that permitted Weyl to elaborate and solve his mathematical problem of space. Furthermore, this volume analyzes the role of the interlocutors with whom Weyl discussed the nature of physical space (Einstein, Cartan, De Sitter, Schrödinger, Eddington). This volume features the work of top specialists and will appeal to postgraduates and scholars in philosophy, the history of science, mathematics, or physics.

The focus of this book is the fundamental influence of the cyphering tradition on mathematics education in North American colleges, schools, and apprenticeship training classes between 1607 and 1861. It is the first book on the history of North American mathematics education to be written from that perspective. The principal data source is a set of 207 handwritten cyphering books that have never previously been subjected to careful historical analysis.

Lazare Carnot was the unique example in the history of science of someone who inadvertently owed the scientific recognition he eventually achieved to earlier political prominence. He and his son Sadi produced work that derived from their training as engineering and went largely unnoticed by physicists for a generation or more, even though their respective work introduced concepts that proved fundamental when taken up later by other hands. There was, moreover, a filial as well as substantive relation between the work of father and son. Sadi applied to the functioning of heat engines the analysis that his father had developed in his study of the operation of ordinary machines. Specifically, Sadi's idea of a reversible process originated in the use his father made of geometric motions in the analysis of machines in general. This unique book shows how the two Carnots influenced each other in their work in the fields of mechanics and thermodynamics and how future generations of scientists have further benefited from their work.

This book comprises the full selected Regular Lectures from the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 4700 experts from 100 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. These selected Regular Lectures present the work of fifty-one prominent mathematics educators from all over the globe. The Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.