Proofs and hypotheses

On the basis of an analysis of common features and differences between general statements in every day situations, in physics and in mathematics the paper proposes a didactical approach to proof. It is centred around the idea that inventing hypotheses and testing their consequences is more productive for the understanding of the epistemological nature of proof than forming elaborate chains of deductions. Inventing hypotheses is important within and outside of mathematics. In this approach proving and forming models get in close contact. The idea is exemplified by a teaching unit on the angle sum theorem in Euclidean geometry.     

Hypothetical Logic of Proofs

The logic of proofs is a refinement of modal logic introduced by Artemov in 1995 in which the modality ?A is revisited as ?t?A where t is an expression that bears witness to the validity of A. It enjoys arithmetical soundness and completeness and is capable of reflecting its own proofs (?A implies ? ?t?A, for some t). We develop the Hypothetical Logic of Proofs, a reformulation of LP based on judgemental reasoning.     

微分学中不等式的证明

针对微分学不等式列出五种常用证明方法,即利用单调性证明法,利用拉格朗日中值定理证明法,利用最值证明法,利用泰勒公式证明法,和利用凹凸性证明法.实例说明每种方法的使用细节,以达到使初学者能尽快掌握微分学不等式证明的目的.     

Meta-ethics and Justification

The author takes up three metaphysical conceptions of morality — realism, projectivism, constructivism — and the account of justification or reason that makes these pictures possible. It is argued that the right meta-ethical conception should be the one that entails the most plausible conception of reason-giving, rather than by any other consideration. Realism and projectivism, when understood in ways consistent with their fundamental commitments, generate unsatisfactory models of justification; constructivism alone does not. The author also argues for a particular interpretation of how “objective moral obligation” is to be understood within constructivism.

Proofs as bearers of mathematical knowledge

Yehuda Rav’s inspiring paper “Why do we prove theorems?” published in Philosophia Mathematica (1999, 7, pp. 5–41) has interesting implications for mathematics education. We examine Rav’s central ideas on proof—that proofs convey important elements of mathematics such as strategies and methods, that it is “proofs rather than theorems that are the bearers of mathematical knowledge”and thus that proofs should be the primary focus of mathematical interest—and then discuss their significance for mathematics education in general and for the teaching of proof in particular.     

Justification of Huygens' rule

A formalization of Huygens' rule for constructing the wave front by envelopes is suggested. This well-known physical postulate is justified for media whose parameters are nonanalytic functions of coordinates. The proof is based on the generalization due to D. Tataru of the classical Holmgreen uniqueness theorem to the case of equations with nonanalytic coefficients. Bibliography: 14 titles. Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 218, 1994, pp. 17–24. Translated by T. N. Surkova.     

一个不等式的三种证明

针对某教材中关于凹函数不等式的一道证明题,分别采用单调性、泰勒公式和中值定理给出三种证明方法,旨在帮助学生拓展其思维广度,培养其综合能力,提高其数学素质．     

一个命题的多种证明

在解答某文献中的一个问题的过程中,得到了一个命题.用不同的方法给出了该名题的多种证明.     

一道极限题的四种证法

分别利用泰勒公式、不动点理论结合牛顿迭代法,给出一道关于极限问题的四种证明方法．     

关于一个积分不等式的证明

分别利用定积分的定义、Cauchy中值定理、积分变限函数、参数法以及二重积分等证明积分不等式∫01f2(x)dx≥∫01f(x)dx2,其中f(x)在闭区间[0,1]上连续.同时归纳出证明积分不等式的几种典型方法.     

一道积分题的四种证明方法

本文针对教材中的一道积分题目,分别采用泰勒级数、Jensen不等式、Cauchy-Schwarz不等式及均值不等式给出四种证明方法,旨在帮助学生拓展思维广度,培养综合能力,提高数学素质.