On The Shape Of Mathematical Arguments

This book deals with the presentation and systematic design of mathematical proofs, including correctness proofs of algorithms. Its purpose is to show how completeness of argument, an important constraint especially for the correctness of algorithms, can be combined with brevity. The author stresses that the use of formalism is indispensible for achieving this. A second purpose of the book is to discuss matters of design. Rather than addressing psychological questions, the author deals with more technical questions like how analysis of the shape of the demonstrandum can guide the design of a proof. This technical rather than psychological view of heuristics together with the stress on exploiting formalism effectively are two key features of the book. The book consists of two independently readable parts. One part includes a number of general chapters discussing techniques for clear exposition, the use of formalism, the choice of notations, the choice of what to name and how to name it, and so on. The other part consists of a series of expositional essays, each dealing with a proof or an algorithm and illustrating the use of techniques discussed in the more general chapters.

This book deals with the presentation and systematic design of mathematical proofs, including correctness proofs of algorithms. Its purpose is to show how completeness of argument, an important constraint especially for the correctness of algorithms, can be combined with brevity. The author stresses that the use of formalism is indispensible for achieving this. A second purpose of the book is to discuss matters of design. Rather than addressing psychological questions, the author deals with more technical questions like how analysis of the shape of the demonstrandum can guide the design of a proof. This technical rather than psychological view of heuristics together with the stress on exploiting formalism effectively are two key features of the book. The book consists of two independently readable parts. One part includes a number of general chapters discussing techniques for clear exposition, the use of formalism, the choice of notations, the choice of what to name and how to name it, and so on. The other part consists of a series of expositional essays, each dealing with a proof or an algorithm and illustrating the use of techniques discussed in the more general chapters.

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.

Sharpen concrete teaching strategies that empower students to reason-and-prove What does reasoning-and-proving instruction look like and how can teachers support students’ capacity to reason-and-prove? Designed as a learning tool for mathematics teachers in grades 6-12, this book transcends all mathematical content areas with a variety of activities for teachers that include Solving and discussing high-level mathematical tasks Analyzing narrative cases that make the relationship between teaching and learning salient Examining and interpreting student work Modifying curriculum materials and evaluating learning environments to better support students to reason-and-prove No other book tackles reasoning-and-proving with such breath, depth, and practical applicability.

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.

This guide provides the practical tips and tools educators need to help their mathematically promising students develop their potential to the fullest.

This first book in the series will describe the Net Generation as visual learners who thrive when surrounded with new technologies and whose needs can be met with the technological innovations. These new learners seek novel ways of studying, such as collaborating with peers, multitasking, as well as use of multimedia, the Internet, and other Information and Communication Technologies. Here we present mathematics as a contemporary subject that is engaging, exciting and enlightening in new ways. For example, in the distributed environment of cyber space, mathematics learners play games, watch presentations on YouTube, create Java applets of mathematics simulations and exchange thoughts over the Instant Messaging tool. How should mathematics education resonate with these learners and technological novelties that excite them?