Mathematical reasoning in calculus textbook exercises

The aim of this paper is to study some of the strategies that are possible to use in order to solve the exercises in undergraduate calculus textbooks. It is described in detail how most exercises may be solved by mathematically superficial strategies, often without actually considering the core mathematics of the book section in question.     

Mathematical reasoning in teachers’ presentations

This paper presents a study of the opportunities presented to students that allow them to learn different types of mathematical reasoning during teachers’ ordinary task solving presentations. The characteristics of algorithmic and creative reasoning that are seen in the presentations are analyzed. We find that most task solutions are based on available algorithms, often without arguments that justify the reasoning, which may lead to rote learning. The students are given some opportunities to see aspects of creative reasoning, such as reflection and arguments that are anchored in the mathematical properties of the task components, but in relatively modest ways.     

Mathematical formalization and diagrammatic reasoning: the case study of the braid group between 1925 and 1950

The standard historical narrative regarding formalism during the twentieth century indicates the 1920s as a highpoint in the mathematical formalization project. This was marked by Hilbert’s statement that the sign stood at the beginning of pure mathematics [‘Neubegründung der Mathematik. Erste Mitteilung’, Abhandlungen aus dem Mathematischen Seminar der Universität Hamburg, 1 (1922), 157–177]. If one takes the braid group as a case study of research whose official goal was to symbolically formalize braids and weaving patterns, a reconsideration of this strict definition of formalism is nevertheless required. For example, does it reflect what actually occurred in practice in the mathematical research of this period? As this article shows, the research on the braid group between 1926 and 1950, led among others by Artin, Burau, Fröhlich and Bohnenblust, was characterized by a variety of practices and reasoning techniques. These were not only symbolic and deductive, but also diagrammatic and visual. Against the historical narrative of formalism as based on a well-defined chain of graphic signs that has freedom of interpretation, this article presents how these different ways of reasoning—which were not only sign based—functioned together within the research of the braid group; it will be shown how they are simultaneously necessary and complementary for each other.     

Zig-zagging in geometrical reasoning in technological collaborative environments: a Mathematical Working Space-framed study concerning cognition and affect

ZDM – Mathematics Education - This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further...     

Mathematical tools of the kinetic theory of active particles with some reasoning on the modelling progression and heterogeneity

The mathematical approach proposed in this paper refers to the modelling, and related mathematical problems, of large systems of interacting entities whose microscopic state includes not only geometrical and mechanical variables (typically position and velocity), but also peculiar functions or specific activities. The number of the above entities is sufficiently large for describing the overall state of the system using a suitable probability distribution over the microscopic state. The first part of the paper is devoted to the derivation of suitable mathematical structures which can be properly used to model a variety of models in different fields of applied sciences. Then some research perspectives are analyzed, focussed on applications to biological systems.     

数学实验与数学建模

继数学建模之后 ,一门新的课程——数学实验——引起不少教师的注意 ,本文根据作者的教学实践对数学实验课程的指导思想、内容和方法 ,以及与数学建模课的关系等问题提出一些看法 .     

数学概念与数学实验

讨论了通过讲透基本概念、引入数学实验、适当削减运算方法的讲授来改革高职、高专的高等数学课程.     

Plausible inferences and plausible reasoning

The paper focuses on the central aspect of any intelligentlike system: formal models of reasoning (plausible reasoning and plausible inference) and methods of mechanized implementation of these models in computer systems. A classification of inference types is presented and the historical development of the relevant theories is briefly reviewed. The so-called JSM method (for John Stuart Mill) of mechanized hypothesis generation is described in detail. This method is used in the plausible inference + reliable inference solver in logical information-computing systems.Translated from Itogi Nauki i Tekhniki, Seriya Teoriya Veroyatnostei, Matematicheskaya Statistika, Teoreticheskaya Kibernetika, Vol. 28, pp. 3–84, 1988.     

Similarity mass and approximate reasoning

It can reflect the nature of approximate reasoning and meet more application expectations to design the approximate reasoning matching schemes and the corresponding algorithms with similarity relation Q instead of equivalence relation R. In this paper, based on similarity relation Q, we introduce type V matching scheme and corresponding approximate reasoning type V Q-algorithm with the given input A* and knowledge A → B. Besides, we present completeness of type V and its perfection on knowledge base K in Q-logic ℂ _Q in this paper.     

Hypothetical knowledge and counterfactual reasoning

Samet introduced a notion of hypothetical knowledge and showed how it could be used to capture the type of counterfactual reasoning necessary to force the backwards induction solution in a game of perfect information. He argued that while hypothetical knowledge and the extended information structures used to model it bear some resemblance to the way philosophers have used conditional logic to model counterfactuals, hypothetical knowledge cannot be reduced to conditional logic together with epistemic logic. Here it is shown that in fact hypothetical knowledge can be captured using the standard counterfactual operator “>” and the knowledge operator “K”, provided that some assumptions are made regarding the interaction between the two. It is argued, however, that these assumptions are unreasonable in general, as are the axioms that follow from them. Some implications for game theory are discussed.     

Scepticism,context and modal reasoning

I analyze some classical solutions of the skeptical argument and some of their week points (especially the contextualist solution). First I have proposed some possible improvement of the contextualist solution (the introduction of the explicit-implicit belief and knowledge distinction beside the differences in the relevance of some counter-factual alternatives). However, this solution does not block too fast jumps of the everyday context (where empirical knowledge is possible) into skeptical context (where empirical knowledge is impossible). Then I analyze some formal analogies between some modal arguments on the contingency of empirical facts (and the world as whole) and the skeptical arguments against empirical knowledge. I try to show that the skeptical conclusion “Empirical knowledge does not exist” is logically coherent with the thesis that they are empirical facts and that we have true belief on them. In order to do that without contradictions I have to accept a non-classical definition of knowledge: S knows that p:= S is not justified to allow that non-p. Knowledge and justified allowance function here as some pseudo-theoretical concepts which allow only some partial and conditional definitions by some “empirical” terms and logical conditions.     

模糊推理的基本理论

模糊推理已经在多个领域得到成功的应用,同时,模糊推理的理论研究也取得较大的进展.本文针对模糊推理研究文献比较杂乱和零散的情况,系统地构建模糊推理的理论体系.从模糊推理的理论研究和一些实际应用提取出五个基本模型,简要评述模糊推理的三个重要方法,仔细讨论评判模糊推理方法优劣的五个准则,进一步明确与模糊推理有关的一些概念及相互关系,统一有关的术语与记号,综述相关的研究成果,同时给出一些新的观点和结果.     

Conceptual variation and coordination in probability reasoning

This study investigates students’ conceptual variation and coordination among theoretical and experimental interpretations of probability. In the analysis we follow how Swedish students (12-13 years old) interact with a dice game, specifically designed to offer the students opportunities to elaborate on the logic of sample space, physical/geometrical considerations and experimental evidence when trying to develop their understanding of compound random phenomena.The analytical construct of contextualization was used as a means to provide structure to the qualitative analysis performed. Within the frame of the students’ problem encounters during the game and how they contextualized the solutions of the problems in personal contexts for interpretations, the analysis finds four main forms of appearance, or of limitations in appearance, of conceptual variation and coordination among theoretical and experimental interpretations of probability.     

Learning mathematics through algorithmic and creative reasoning

There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.