Measurement as relational,intensive and analogical: Towards a minor mathematics

Minor mathematics refers to the mathematical practices that are often erased by state-sanctioned curricular images of mathematics. We use the idea of a minor mathematics to explore alternative measurement practices. We argue that minor measurement practices have been buried by a ‘major’ settler mathematics, a process of erasure that distributes ‘sensibility’ and formulates conditions of mathematics dis/ability. We emphasize how measuring involves the making and mixing of analogies, and that this involves attending to intensive relationships rather than extensive properties. Our philosophical and historical approach moves from the archeological origins of human measurement activity, to pivotal developments in modern mathematics, to configurations of curriculum. We argue that the project of proliferating multiple mathematics is required in order to disturb narrow (and perhaps white, western, male) images of mathematics—and to open up opportunities for a more pluralist and inclusive school mathematics.     

To be or not to be constructive,that is not the question

In the early twentieth century, L.E.J. Brouwer pioneered a new philosophy of mathematics, called intuitionism. Intuitionism was revolutionary in many respects but stands out – mathematically speaking – for its challenge of Hilbert’s formalist philosophy of mathematics and rejection of the law of excluded middle from the ‘classical’ logic used in mainstream mathematics. Out of intuitionism grew intuitionistic logic and the associated Brouwer–Heyting–Kolmogorov interpretation by which ‘there exists $x$’ intuitively means ‘an algorithm to compute $x$ is given’. A number of schools of constructive mathematics were developed, inspired by Brouwer’s intuitionism and invariably based on intuitionistic logic, but with varying interpretations of what constitutes an algorithm. This paper deals with the dichotomy between constructive and non-constructive mathematics, or rather the absence of such an ‘excluded middle’. In particular, we challenge the ‘binary’ view that mathematics is either constructive or not. To this end, we identify a part of classical mathematics, namely classical Nonstandard Analysis, and show it inhabits the twilight-zone between the constructive and non-constructive. Intuitively, the predicate ‘$x$ is standard’ typical of Nonstandard Analysis can be interpreted as ‘$x$ is computable’, giving rise to computable (and sometimes constructive) mathematics obtained directly from classical Nonstandard Analysis. Our results formalise Osswald’s longstanding conjecture that classical Nonstandard Analysis is locally constructive. Finally, an alternative explanation of our results is provided by Brouwer’s thesis that logic depends upon mathematics.     

Classifying vectoids and operad kinds

A new generalisation of the notion of space, called vectoid, is suggested. Basic definitions, examples and properties are presented, as well as a construction of direct product of vectoids. Proofs of more complicated properties not used later are just sketched. Classifying vectoids of simplest algebraic structures, such as objects, algebras and coalgebras, are studied in some detail afterwards. Such classifying vectoids give interesting examples of vectoids not coming from spaces known before (such as ringed topoi). Moreover, monoids in the endomorphism categories of these classifying vectoids turn out to provide a systematic approach to constructing different versions of the notion of an operad, as well as its generalisations, unknown before.     

‘The unplanned impact of mathematics’ and its implications for research funding: a discussion-led educational activity

‘The unplanned impact of mathematics’ refers to mathematics which has an impact that was not planned by its originator, either as pure maths that finds an application or applied maths that finds an unexpected one. This aspect of mathematics has serious implications when increasingly researchers are asked to predict the impact of their research before it is funded and research quality is measured partly by its short term impact.

A session on this topic has been used in a UK undergraduate mathematics module that aims to consider topics in the history of mathematics and examine how maths interacts with wider society. First, this introduced the ‘unplanned impact’ concept through historical examples. Second, it provoked discussion of the concept through a fictionalized blog comments discussion thread giving different views on the development and utility of mathematics. Finally, a mock research funding activity encouraged a pragmatic view of how research funding is planned and funded.

The unplanned impact concept and the structure and content of the taught session are described.     

To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England

ABSTRACT

From a discursive perspective, differences in the language in which mathematics questions are posed change the nature of the mathematics with which students are expected to engage. The project The Evolution of the Discourse of School Mathematics (EDSM) analysed the discourse of mathematics examination papers set in the UK between 1980 and 2011. In this article we address the issue of how students over this period have been expected to engage with the specialised discourse of school mathematics. We explain our analytic methods and present some outcomes of the analysis. We identify changes in engagement with algebraic manipulation, proving, relating mathematics to non-mathematical contexts and making connections between specialised mathematical objects. These changes are discussed in the light of public and policy domain debates about ‘standards’ of examinations.     

Time for telling stories: narrative thinking with dynamic geometry

In his work on human cognition, Bruner (The culture of education, Harvard University Press, Cambridge, 1996) distinguishes between narrative and paradigmatic modes of thinking. While the latter is closely associated with mathematics, Bruner’s writings suggest that the former contributes non-trivially to the learning of mathematics. In this paper, we argue that the very nature of dynamic mathematical representations—being intrinsically temporal, occurring over time—offer very different opportunities for narrative thinking than do the static diagrams and pictures traditionally available to learners. Using examples from our research, we analyse these opportunities both in terms of their potential for enhancing understanding and for their relation to the kind of paradigmatic thinking that usually constitutes mathematical knowledge.     

Unique factorization and the fundamental theorem of arithmetic

The fundamental theorem of arithmetic is one of those topics in mathematics that somehow ‘falls through the cracks’ in a student's education. When asked to state this theorem, those few students who are willing to give it a try (most have no idea of its content) will say something like ‘every natural number can be broken down into a product of primes’. The fact that this breakdown always results in the same primes is viewed as ‘obvious’. The purpose of this paper is to illustrate with a number of examples that the ‘Unique Factorization Property’ is a rare property and the fact that the natural numbers possess this property is ‘fundamental’ to our understanding of this number system.     

Changed views on mathematical knowledge in the course of didactical theory development—independent corpus of scientific knowledge or result of social constructions?

The study tries to show one line of how the German didactical tradition has evolved in response to new theoretical ideas and new—empirical—research approaches in mathematics education. First, the classical mathematical didactics, notably ‘stoffdidaktik’ as one (besides other) specific German tradition are described. The critiques raised against ‘stoffdidaktik’ concepts [for example, forms of ‘progressive mathematisation’, ‘actively discovering learning processes’ and ‘guided reinvention’ (cf. Freudenthal, Wittmann)] changed the basic views on the roles that ‘mathematical knowledge’, ‘teacher’ and ‘student’ have to play in teaching–learning processes; this conceptual change was supported by empirical studies on the professional knowledge and activities of mathematics teachers [for example, empirical studies of teacher thinking (cf. Bromme)] and of students’ conceptions and misconceptions (for example, psychological research on students’ mathematical thinking). With the interpretative empirical research on everyday mathematical teaching–learning situations (for example, the work of the research group around Bauersfeld) a new research paradigm for mathematics education was constituted: the cultural system of mathematical interaction (for instance, in the classroom) between teacher and students.     

A methodized short‐cut to conics

It is my firm belief that mathematics is methodology. The briefer is the method, the more effective it is in treating problems. The novel methodized treatment in this article features all the concepts of conics relating to transformation between coordinate systems and standard forms with graphic illustrations.

Denote O’ as the centre of an ellipse or a hyperbola or the vertex of a parabola and F as a focus of a conic. Let O'F=cu, u=[cosθ, sinθ], v = [‐sinθ, cosθ] and P(x,y), then the transformation x’ = u.O'P, y‘ = v.O'P which leads to the standard form for each conic relative to x’ — O'—y‘

The theorem on normal projection in this article is very important in analytic geometry and especially useful for problems involving conies when a directrix or an axis is given.     

Homological sections of Lie algebroids

We examine Lie (super)algebroids equipped with a homological section, i.e., an odd section that ‘self-commutes’, we refer to such Lie algebroids as inner Q-algebroids: these provide natural examples of suitably “superised” Q-algebroids in the sense of Mehta. Such Lie algebroids are a natural generalisation of Q-manifolds and Lie superalgebras equipped with a homological element. Amongst other results, we show that, via the derived bracket formalism, the space of sections of an inner Q-algebroid comes equipped with an odd Loday–Leibniz bracket.     

The effect of different representations on Years 3 to 5 students’ ability to generalise

Over the past 3 years, in our Early Algebra Thinking project, we have been studying Years 3 to 5 students’ ability to generalise in a variety of situations, namely, compensation principles in computation, the balance principle in equivalence and equations, change and inverse change rules with function machines, and pattern rules with growing patterns. In these studies, we have attempted to involve a variety of representations and to build students’ abilities to switch between them (in line with the theories of Dreyfus in Advanced mathematical thinking. Kluwer, Dordtrecht, pp. 25–41, 1991, and Duval in Proceedings of the 21st conference of the North American chapter of the international group for the psychology of mathematics education, vol. 1, pp. 3–26, 1999). The studies have shown the negative effect of closure on generalisation in symbolic representations, the predominance of single variance generalisation over covariant generalisation in tabular representations, and the reduced ability to readily identify commonalities and relationships in enactive and iconic representations. This presentation will use a variety of studies to explore the interrelation between verbal and visual comprehension of context and generalisation. The studies showed in a variety of contexts the importance of understanding and communicating aspects of representational forms which allowed commonalities to be seen across or between representations.     

Development of an attitude-towards-using-mathematics scale for high-school students and an analysis of student attitudes

ABSTRACT

This research has been carried out in two stages and has two main objectives. The first aim of the study is to develop a Likert-type scale which is used to determine the attitudes towards the use of mathematics in real life. The second aim is to examine the attitudes of high school students about the use of mathematics in real life according to different variables used in the developed scale. The research was carried out according to the correlational research method, and the participants comprise the sample of 340 and 356 students for the scale development and implementation stages of the study, respectively. As a result of the research, a structure consisting of 23 items and three sub-factors was determined for the scale. In the second stage of the study, it was observed that the student attitudes were at the level corresponding to the ‘undecided’ option of the scale, and they differed significantly according to gender and grade level variables. In addition, it was found that there was a positive and significant relationship between the students’ attitudes towards the use of mathematics and their mathematics achievement.     

How is cultural influence manifested in the formation of mathematics textbooks? A comparative case study of resource book series between Shanghai and England

Focusing on issues about the development of mathematics textbooks from a cultural perspective, this study examined a widely-used curriculum resource series, One Lesson One Exercise, published in China, and its adapted English series, published in the UK, to explore how cultural influence is manifested in the two series of resource books. For the study we established a conceptual framework classifying culture into six types in relation to people’s beliefs, values and ways of interacting about them, for data collection and analysis. The results indicate that there exist considerable differences between the Chinese and the English series that are related to cultural factors. It appears that, to a large extent, culture plays an essential role in the development of mathematics textbooks. Concerning the different types of culture, the results show that most adaptations between the Chinese series and the English series are related to ‘ways of behaving and customs’ and ‘artifacts, flora and fauna’, followed by ‘identities’ and ‘geography’, and the least are related to ‘organisations’ and ‘history’. Based on the study, we argue that the relevance and importance of culture to the development of mathematics textbooks must not be underestimated, and more research in this direction is needed.     

Method, certainty and trust across disciplinary boundaries

This paper starts from some observations about Presmeg’s paper ‘Mathematics education research embracing arts and sciences’ also published in this issue. The main topics discussed here are disciplinary boundaries, method and, briefly, certainty and trust. Specific interdisciplinary examples of work come from the history of mathematics (Diophantus’s Arithmetica), from linguistics (hedging, in relation to Toulmin’s argumentation scheme and Peirce’s notion of abduction) and from contemporary poetry and poetics.     

Mathematics,Applicable versus Pure‐and‐Applied

‘Applicable mathematics’ is based on the idea that mathematics provides a source of models of proposed and postulated states of affairs. The use of the model is essentially to simulate exploration of the possibilities of the situation to which the model relates. Two main areas where this ‘investigation of the implications of possibilities’ is needed are in discussing putative scientific hypotheses and in discussing the implications of proposed or suggested social and technical innovation. Much of what has been customarily called ‘pure mathematics’ can be regarded as second‐order applicable mathematics, i.e. mathematics which adds to and strengthens our over‐all model building capability.

     

Surface framed braids

In this paper we introduce the framed pure braid group on n strands of an oriented surface, a topological generalisation of the pure braid group P _n . We give different equivalent definitions for framed pure braid groups and we study exact sequences relating these groups with other generalisations of P _n , usually called surface pure braid groups. The notion of surface framed braid groups is also introduced.     

Inégalités de Hardy précisées

The aim of this Note is to present ‘precised’ Hardy-type inequalities. Those inequalities are generalisations of the usual Hardy inequalities, their feature being that they are invariant under oscillations: when applied to highly oscillatory functions, both sides of the precised inequality are of the same order of magnitude. The proof relies on paradifferential calculus and Besov spaces. To cite this article: H. Bahouri et al., C. R. Acad. Sci. Paris, Ser. I 341 (2005).     

Measuring ecological efficiency with data envelopment analysis (DEA)

The measurement of ecological efficiency provides some important information for the companies’ environmental management. Ecological efficiency is usually measured by comparing environmental performance indicators. Data envelopment analysis (DEA) shows a high potential to support such comparisons, as no explicit weights are needed to aggregate the indicators. In general, DEA assumes that inputs and outputs are ‘goods’, but from an ecological perspective also ‘bads’ have to be considered. In the literature, ‘bads’ are treated in different and sometimes arbitrarily chosen ways. This article aims at the systematic derivation of ecologically extended DEA models. Starting from the assumptions of DEA in production theory and activity analysis, a generalisation of basic DEA models is derived by incorporating a multi-dimensional value function f. Extended preference structures can be considered by different specifications of f, e.g. specifications for ecologically motivated applications of DEA.     

A reform in undergraduate mathematics curriculum : more emphasis on social and pedagogical skills

The paper describes the changes that are being made in the mathematics teachers' subject studies in the Department of Mathematics at the University of Joensuu, in order to provide our mathematics students both with a sufficiently deep knowledge of mathematics and science, and with present-day expertise in their profession as teachers. While the formal structure of the mathematics curriculum remains structured and taught as courses with mostly traditional names like algebra, analysis, and linear algebra, there are also totally new ‘professionally oriented’ courses. Some of the old courses—with rather traditional and rigorous contents—have been changed in a more student-driven direction. In these ‘pedagogically oriented’ courses students are encouraged, and even forced, to study co-operatively in social interaction, for example to negotiate how to solve a problem decently, or how to build a formal definition for a concept with certain wanted attributes. As an ultimate example of a pedagogical experiment we describe in more detail an abstract algebra course, where co-operative learning is combined with intensive programming in a mathematically oriented computer environment.     

Relationships between emotional dispositions and mathematics achievement moderated by instructional practices: analysis of TIMSS 2015

ABSTRACT

This research is a secondary analysis with Korean students’ data collected in the TIMSS 2015 to describe the moderation effects of instructional practices on the relationships between students’ emotional dispositions toward mathematics and mathematics achievement. From the TIMSS 2015 database, we collected mathematics achievement scores, a student-level contextual scale for students’ emotional disposition, and teacher-level contextual scales representing teachers’ instructional practices. We applied hierarchical linear modelling to construct multilevel models. The findings showed that the achievement gap between emotional dispositions – like and dislike – became smaller when teachers more frequently implemented certain instructional practices like asking students to complete challenging exercises, decide their own problem-solving procedures, and express their ideas in class. Students who disliked mathematics were likely to have higher scores as their teachers implemented each of those practices more frequently. Findings provide important implications to teachers regarding: It is important to encourage students to reason through instructional practices like asking them to decide their own problem-solving procedures and to solve challenging problems.