In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills and specific connections between these abilities, especially those that included children as participants. We also find evidence of strong spatial-mathematical connections and transfer from spatial interventions to mathematical understanding. Finally, we map (...) out the kinds of studies that could enhance our understanding of the mechanisms by which spatial and mathematical processing are connected and the principles by which mathematical outcomes could be enhanced through spatial training in educational settings. (shrink)

In Metaphysics B.2 and M.2, Aristotle gives a series of arguments against Platonic mathematical objects. On the view he targets, mathematicals are substances somehow intermediate between Platonic forms and sensible substances. I consider two closely related passages in B2 and M.2 in which he argues that Platonists will need intermediates not only for geometry and arithmetic, but also for the so-called mixed mathematical sciences, and ultimately for all sciences of sensibles. While this has been dismissed as mere polemics, I (...) show that the argument is given in earnest, as Aristotle is committed to its key premises. Further, the argument reveals that Annas’ uniqueness problem is not the only reason a Platonic ontology needs intermediates. Finally, since Aristotle’s objection to intermediates for the mixed mathematical sciences is one he takes seriously, so that it is unlikely that his own account of mathematical objects would fall prey to it, the argument casts doubt on a common interpretation of his philosophy of mathematics. (shrink)

Given the sharp distinction that follows from Hume’s Fork, the proper epistemic status of propositions of mixed mathematics seems to be a mystery. On the one hand, mathematical propositions concern the relation of ideas. They are intuitive and demonstratively certain. On the other hand, propositions of mixed mathematics, such as in Hume’s own example, the law of conservation of momentum, are also matter of fact propositions. They concern causal relations between species of objects, and, in this (...) sense, they are not intuitive or demonstratively certain, but probable or provable. In this article, I argue that the epistemic status of propositions of mixed mathematics is that of matters of fact. I wish to show that their epistemic status is not a mystery. The reason for this is that the propositions of mixed mathematics are dependent on the Uniformity Principle, unlike the propositions of pure mathematics. (shrink)

I offer an alternative account of the relationship of Hobbesian geometry to natural philosophy by arguing that mixed mathematics provided Hobbes with a model for thinking about it. In mixed mathematics, one may borrow causal principles from one science and use them in another science without there being a deductive relationship between those two sciences. Natural philosophy for Hobbes is mixed because an explanation may combine observations from experience (the ‘that’) with causal principles from geometry (...) (the ‘why’). My argument shows that Hobbesian natural philosophy relies upon suppositions that bodies plausibly behave according to these borrowed causal principles from geometry, acknowledging that bodies in the world may not actually behave this way. First, I consider Hobbes's relation to Aristotelian mixed mathematics and to Isaac Barrow's broadening of mixed mathematics in Mathematical Lectures (1683). I show that for Hobbes maker's knowledge from geometry provides the ‘why’ in mixed-mathematical explanations. Next, I examine two explanations from De corpore Part IV: (1) the explanation of sense in De corpore 25.1-2; and (2) the explanation of the swelling of parts of the body when they become warm in De corpore 27.3. In both explanations, I show Hobbes borrowing and citing geometrical principles and mixing these principles with appeals to experience. (shrink)

In this chapter we will argue, firstly, that Bacon’s engages in a pecu-liar form of mathematization of nature that develops a quali-quantitative methodology of measurement. Secondly, we will show that medicine is one of the disciplines where that dual way of measurement is practiced. In the first section of the chapter, we will expose the ontology involved in the Baconian proposal of measurement of nature. The second section will address the place that mixed mathematics occupies in Bacon’s scheme (...) of scientific branches and will suggest that a proper advancement of medicine can generate a new branch of mixed mathematics. The next section will reconstruct Bacon’s approach to measurement and expose its quali-quantitative import. In the last section, we will show some examples of medicine in which this quali-quantitative measurement is applied. (shrink)

One of the chief concerns of the young Descartes was with what he, and others, termed “physico-mathematics”. This signalled a questioning of the Scholastic Aristotelian view of the mixed mathematical sciences as subordinate to natural philosophy, non explanatory, and merely instrumental. Somehow, the mixed mathematical disciplines were now to become intimately related to natural philosophical issues of matter and cause. That is, they were to become more ’physicalised’, more closely intertwined with natural philosophising, regardless of which species (...) of natural philosophy one advocated. A curious, short-lived yet portentous epistemological conceit lay at the core of Descartes’ physico-mathematics—the belief that solid geometrical results in the mixed mathematical sciences literally offered windows into the realm of natural philosophical causation—that in such cases one could literally “see the causes”. Optics took pride of place within Descartes’ physico-mathematics project, because he believed it offered unique possibilities for the successful vision of causes. This paper traces Descartes’ early physico-mathematical program in optics, its origins, pitfalls and its successes, which were crucial in providing Descartes resources for his later work in systematic natural philosophy. It explores how Descartes exploited his discovery of the law of refraction of light—an achievement well within the bounds of traditional mixed mathematical optics—in order to derive—in the manner of physico-mathematics—causal knowledge about light, and indeed insight about the principles of a “dynamics” that would provide the laws of corpuscular motion and tendency to motion in his natural philosophical system. (shrink)

The aim of this paper is to define a λ-calculus typed in aMixed (commutative and non-commutative) Intuitionistic Linear Logic. The terms of such a calculus are the labelling of proofs of a linear intuitionistic mixed natural deduction NILL, which is based on the non-commutative linear multiplicative sequent calculus MNL [RuetAbrusci 99]. This linear λ-calculus involves three linear arrows: two directional arrows and a nondirectional one (the usual linear arrow). Moreover, the -terms are provided with seriesparallel orders on free variables. (...) We prove a normalization theorem which explicitly gives the behaviour of the order during the normalization procedure. (shrink)

Accounts of Hobbes’s ‘system’ of sciences oscillate between two extremes. On one extreme, the system is portrayed as wholly axiomtic-deductive, with statecraft being deduced in an unbroken chain from the principles of logic and first philosophy. On the other, it is portrayed as rife with conceptual cracks and fissures, with Hobbes’s statements about its deductive structure amounting to mere window-dressing. This paper argues that a middle way is found by conceiving of Hobbes’s _Elements of Philosophy_ on the model of a (...) mixed-mathematical science, not the model provided by Euclid’s _Elements of Geometry_. I suggest that Hobbes is a test case for understanding early-modern system-construction more generally, as inspired by the structure of the applied mathematical sciences. This approach has the additional virtue of bolstering, in a novel way, the thesis that the transformation of philosophy in the long seventeenth century was heavily indebted to mathematics, a thesis that has increasingly come under attack in recent years. (shrink)

In 1990 J-L. Krivine introduced the notion of storage operators. They are $\lambda$ -terms which simulate call-by-value in the call-by-name strategy and they can be used in order to modelize assignment instructions. J-L. Krivine has shown that there is a very simple second order type in AF2 type system for storage operators using Gödel translation of classical to intuitionistic logic. In order to modelize the control operators, J-L. Krivine has extended the system AF2 to the classical logic. In his system (...) the property of the unicity of integers representation is lost, but he has shown that storage operators typable in the system AF2 can be used to find the values of classical integers. In this paper, we present a new classical type system based on a logical system called mixed logic. We prove that in this system we can characterize, by types, the storage operators and the control operators. (shrink)

Like many of their contemporaries Bernard Nieuwentijt and Pieter van Musschenbroek were baffled by the heterodox conclusions which Baruch Spinoza drew in the Ethics. As the full title of the Ethics—Ethica ordine geometrico demonstrata—indicates, these conclusions were purportedly demonstrated in a geometrical order, i.e. by means of pure mathematics. First, I highlight how Nieuwentijt tried to immunize Spinoza’s worrisome conclusions by insisting on the distinction between pure and mixed mathematics. Next, I argue that the anti-Spinozist underpinnings of (...) Nieuwentijt’s distinction between pure and mixed mathematics resurfaced in the work of van Musschenbroek. By insisting on the distinction between pure and mixed mathematics, Nieuwentijt and van Musschenbroek argued that Spinoza abused mathematics by making claims about things that exist in rerum natura by relying on a pure mathematical approach. In addition, by insisting that mixed mathematics should be painstakingly based on mathematical ideas that correspond to nature, van Musschenbroek argued that René Descartes’ natural-philosophical project abused mathematics by introducing hypotheses, i.e. ideas, that do not correspond to nature. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Isaac Barrow on the Mathematization of Nature: Theological Voluntarism and the Rise of Geometrical OpticsAntoni MaletIntroductionIsaac Newton’s Mathematical Principles of Natural Philosophy embodies a strong program of mathematization that departs both from the mechanical philosophy of Cartesian inspiration and from Boyle’s experimental philosophy. The roots of Newton’s mathematization of nature, this paper aims to demonstrate, are to be found in Isaac Barrow’s (1630–77) philosophy of the mathematical sciences.Barrow’s attitude (...) towards natural philosophy evolved from his earnest interest in medicine of around 1650, when a young Cambridge graduate, to natural philosophy (apparently under Henry More’s influence); from his thesis on the insufficiency of the Cartesian hypothesis to geometrical optics and the strong program of mathematization of natural philosophy of the middle 1660s; from Lucasian professor of Mathematics to Chaplain of his Majesty and eminent Restoration divine. Contemporary accounts of Barrow’s life suggest that he grew ever more skeptical about the worth of natural philosophy and mathematics. 1 In his last years he became a prolific [End Page 265] author of sermons and theological works. Published shortly after his death by John Tillotson (1630–94), later archbishop of Canterbury, they occupy over two thousand folio pages. Overloaded with involved philosophical arguments, Barrow’s sermons were apparently not very popular, but they were highly regarded by scholars and the Anglican hierarchy. 2 It is on certain of his sermons, as well as on the philosophical discussions contained in the Mathematical Lectures that our account of Barrow’s philosophy of the mathematical sciences will rest. 3 Barrow’s understanding of the mathematical sciences will allow us to discuss together three issues often analyzed independently: the theological background to English natural philosophy, the changing notion of mixed mathematical sciences during the seventeenth century, and finally the philosophical foundations of modern geometrical optics.It has long been recognized that significant relationships exist between theological voluntarism or intellectualism and views on natural philosophy. In particular Robert Boyle’s theological voluntarism is seen as grounding his experimentalist approach to natural philosophy. It is not quite so clear, however, how well theological voluntarism may relate to a strong program of mathematization such as the one embodied in Newton’s Principia Mathematica. In fact it has been suggested that the relationship is a negative one. This is derived from the necessary character of mathematical laws, which would put unwanted restrictions on God’s absolute dominion over nature, and also from the notion that theological intellectualism is conducive to a deductive, a priori science—the paradigm of which is of course geometry. However, Barrow’s theological voluntarism lead him to heighten the role of mathematics within natural philosophy.During the seventeenth century the so-called mixed or subalternate mathematical sciences changed profoundly. In the Enlightenment mixed mathematics—meaning above all rational mechanics—became one of the most prestigious and influential disciplines. The mixed mathematics of the Enlightenment, however, was markedly different from the Aristotelian [End Page 266] mixed mathematical sciences. The differences are noticeable both in the subject matter and in the substitution of mathematical infinitesimal analysis for geometrical synthesis, but also in the way of grounding mathematical theory on empirical evidence. Barrow’s Mathematical Lectures (delivered at Cambridge from 1664 to 1666) offer a fresh insight into the metamorphosis of these sciences just when Newton’s “mathematical principles” were in the making. Not the least interesting feature of Barrow’s discussion is that God’s omnipotence allows an evaluation of the truth of mathematical theories that do not apply to this world. Therefore, Barrow is led to introduce the distinction between the internal consistency, or mathematical truth, of a mathematical theory and its physical truth. This, in turn, leads him to the notion that theories need testing.Barrow on Matter and GodRecent literature has established significant correlations between theological voluntarism and empiricism, as well as between theological intellectualism and rationalism. As E. B. Davis writes, “the Christian doctrine of creation is a dialogue between God’s unconstrained will, which utterly transcends the bounds of human comprehension, and God’s orderly intellect, which serves as the model for the human mind.” Intellectualist theology considers God’s omniscience His... (shrink)

Logic is the study of the validity of arguments, which is to say the study of when a conclusion follows or does not follow from a set of premises. Logic is an ancient discipline pioneered by Aristotle and developed by some of the greatest thinkers in the Middle Ages. However, in the nineteenth century logic underwent a remarkable transformation into a precise branch of mathematics that changed the nature of logic, and the study of religion, forever. Both religious adherents (...) and critics of religion have sometimes claimed that logic and religion do not mix, but this is a puzzling claim since logic itself is not a set of substantive premises about the world which may come into conflict with religious claims, but a means of testing mathematically which premises come into conflict with which other premises. In fact, sense can be made of whether logic and religion mix, but the question, and the answer, turn out to be more complex than many have thought. (shrink)

According to a grand narrative that long ago ceased to be told, there was a seventeenth century Scientific Revolution, during which a few heroes conquered nature thanks to mathematics. This grand narrative began with the exhibition of quantitative laws that these heroes, Galileo and Newton for example, had disclosed: the law of falling bodies, according to which the speed of a falling body is proportional to the square of the time that has elapsed since the beginning of its fall; (...) the law of gravitation, according to which two bodies are attracted to one another in proportion to the sum of their masses and in inverse proportion to the square of the distance separating them -- according to his own preferences, each narrator added one or two quantitative laws of this kind. The essential feature was not so much the examples that were chosen, but, rather, the more or less explicit theses that accompanied them. First, mathematization would be taken as the criterion for distinguishing between a qualitative Aristotelian philosophy and the new quantitative physics. Secondly, mathematization was founded on the metaphysical conviction that the world was created pondere, numero et mensura, or that the ultimate components of natural things are triangles, circles, and other geometrical objects. This metaphysical conviction had two immediate consequences: that all the phenomena of nature can be in principle submitted to mathematics and that mathematical language is transparent; it is the language of nature itself and has simply to be picked up at the surface of phenomena. Finally, it goes without saying that, from a social point of view, the evolution of the sciences was apprehended through what has been aptly called the "relay runner model," according to which science progresses as a result of individual discoveries. Grand narratives such as this are perhaps simply fictions doomed to ruin as soon as they are clearly expressed. In any case, the very assumption on which this grand narrative relies can be brought into question: even in the canonical domain of mechanics, the relevant epistemological units crucial to understanding the dynamics of the Scientific Revolution are perhaps not a few laws of motion, but a complex set of problems embodied in mundane objects. Moreover, each of the theses just mentioned was actually challenged during the long period of historiographical reappraisal, out of which we have probably not yet stepped. Against the sharp distinction between a qualitative Aristotelian philosophy and the new quantitative physics, numerous studies insist that Rome wasn't built in a day, so to speak. Since Antiquity, there have always been mixed sciences; the emergence of pre-classical mechanics depends on both medieval treatises and the practical challenges met by Renaissance engineers. It is indeed true that, for Aristotle, mathematics merely captures the superficial properties of things, but the Aristotelianisms were many during the Renaissance and the Early Modern period, with some of them being compatible with the introduction of mathematics in natural philosophy. In addition, the gap between the alleged program of mathematizing nature and its effective realization was underlined as most natural phenomena actually escaped mathematization; at best they were enrolled in what Thomas Kuhn began to rehabilitate under the appellation of the "Baconian sciences," i.e., empirical investigations aiming at establishing isolated facts, without relating them to any overarching theory. Hence, mathematization of nature cannot pretend to capture a historical fact: at most, it expresses an indeterminate task for generations to come. On top of these first two considerations, and against the thesis of the neutrality of the mathematical language, it was urged that mathematics is not "only a language" and that, exactly as other symbolic means or cognitive tools, it has its own constraints. For example, it has been thoroughly explained that the Euclidean theory of proportions both guides and frustrates the Galilean analysis of motion; its shortages were particularly clear with respect to the expression of continuity, which is crucial in the case of motion. Consequently, when calculus was invented and applied to the analysis of motion, it was not a transposition that left things as they stood. Even more clearly than in the case of a translation from one natural language to another, the shift from one symbolic language to another entails that certain possibilities are opened while others are closed. The cognitive constraints imposed by established mathematical theories, as seen in the theory of proportions or calculus, were not the only ones to be studied in relation to mathematization. Certain schemes dependent on the grammar of natural languages, e.g., the scheme of contrariety, or certain symbolic means of representation, e.g. geometrical diagrams and numerical tables, were also subject to such scrutiny. Lastly, it was insisted that, even if we concede the existence of scientific geniuses, mathematics is largely produced by intellectual communities and embedded within social practices. More attention was consequently paid to the forms of communication in given mathematical networks, or to the teaching of the discipline in, for example, Jesuit colleges and universities. The set of mathematical practices specific to specialized craftsmen, highly-qualified experts and engineers began to be studied in its own right. All these reflections may have helped us change our perspectives on the question of mathematization. It seems, however, that they were instead set aside, both because of a general distrust towards sweeping narratives that are always subject to the suspicion that they overlook the unyielding complexity of real history, and because of a shift in our interests. The more obscure and idiosyncratic they are, an alchemist, a patron of the sciences or a lunatic collector is nowadays honored in journals of the history of sciences. As for the general issues involved in the question of mathematization, they are rejected as obsolete, or reserved for specialized journals in the history of mathematics. Consequently, before presenting the essays of this fascicle, I would like to say a few words in favor of a renewed study of the forms of mathematization in the history of the early sciences. (shrink)

Among the aims of this book are: - The discussion of some important philosophical issues using the precision of mathematics. - The development of formal systems that contain both classical and constructive components. This allows the study of constructivity in otherwise classical contexts and represents the formalization of important intensional aspects of mathematical practice. - The direct formalization of intensional concepts (such as computability) in a mixed constructive/classical context.

"This book is interesting and well-written. The research methods were explained clearly and conclusions were summarized nicely. It is a relatively quick read at only 130 pages. Anyone who has been told, or who has told others, that mathematicians make better thinkers should read this book." MAA Reviews "The authors particularly attend to protecting positive correlations against the self-selection interpretation, merely that logical minds elect studying more mathematics. Here, one finds a stimulating survey of the systemic difficulties people have (...) with basic syllogisms and deductions." CHOICE connect "The authors particularly attend to protecting positive correlations against the self-selection interpretation, merely that logical minds elect studying more mathematics. Here, one finds a stimulating survey of the systemic difficulties people have with basic syllogisms and deductions." CHOICE Connect For centuries, educational policymakers have believed that studying mathematics is important, in part because it develops general thinking skills that are useful throughout life. This 'Theory of Formal Discipline' (TFD) has been used as a justification for mathematics education globally. Despite this, few empirical studies have directly investigated the issue, and those which have showed mixed results. Does Mathematical Study Develop Logical Thinking? describes a rigorous investigation of the TFD. It reviews the theory's history and prior research on the topic, followed by reports on a series of recent empirical studies. It argues that, contrary to the position held by sceptics, advanced mathematical study does develop certain general thinking skills, however these are much more restricted than those typically claimed by TFD proponents. Perfect for students, researchers and policymakers in education, further education and mathematics, this book provides much needed insight into the theory and practice of the foundations of modern educational policy. (shrink)

An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as ‘resource-based,’ as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical topic knowledge, methodological knowledge, mathematical strategic (...) knowledge, and problem-solving skills, little evidence exists on how to support mathematical argumentation and proof skills based on its resources. To address this gap, a quasi-experimental intervention study with undergraduate mathematics students examined the effectiveness of different approaches to support both mathematical argumentation and proof skills and four of its resources. Based on the part-/whole-task debate from instructional design, two approaches were implemented during students’ work on proof construction tasks: (i) asequential approachfocusing and supporting each resource of mathematical argumentation and proof skills sequentially after each other and (ii) aconcurrent approachfocusing and supporting multiple resources concurrently. Empirical analyses show pronounced effects of both approaches regarding the resources underlying mathematical argumentation and proof skills. However, the effects of both approaches are mostly comparable, and only mathematical strategic knowledge benefits significantly more from the concurrent approach. Regarding mathematical argumentation and proof skills, short-term effects of both approaches are at best mixed and show differing effects based on prior attainment, possibly indicating an expertise reversal effect of the relatively short intervention. Data suggests that students with low prior attainment benefited most from the intervention, specifically from the concurrent approach. A supplementary qualitative analysis showcases how supporting multiple resources concurrently alongside mathematical argumentation and proof skills can lead to a synergistic integration of these during proof construction and can be beneficial yet demanding for students. Although results require further empirical underpinning, both approaches appear promising to support the resources underlying mathematical argumentation and proof skills and likely also show positive long-term effects on mathematical argumentation and proof skills, especially for initially weaker students. (shrink)

Plastic waste is a significant environmental problem for almost all countries; therefore, protecting the environment from the problem is crucial. The most sensible solution to these problems is substituting the natural aggregates with substantial plastic waste in various building materials. This study aimed to optimise the mixed design ratio of cement brick containing plastic waste as aggregate replacement. Plastic cement brick mixtures were prepared by the incorporation of four different types of plastic waste such as polyethylene terephthalate (PET), high-density (...) polyethylene, low-density polyethylene and polypropylene into cement bricks with different cement contents (150, 300 and 450 g) and plastic replacement percentages (0, 3 and 6%). Compressive strength and water absorption of the plastic cement bricks were analysed using a statistical model through the response surface methodology. It revealed the optimum cement brick mixed design is C3-1% PET with the compressive strength of 27.50 MPa and water absorption of 1.16%. The optimised plastic cement brick also satisfied the general ASTM C62-17 requirements for building bricks despite the higher porosity observed by the scanning electron microscopy. The results from Fourier transform infrared spectroscopy analysis also showed that the addition of the plastic waste into cement brick was unlikely to modify the chemical compound within the cement brick mixtures. Thus, the proposed mathematical model can predict the required hardened properties of plastic cement bricks and could lead to greater utilisation of plastic waste in building materials. (shrink)

Variants of classical linear logics are presented based on the modal version of new structural rule !?mingle instead of the known rules !weakening and ?weakening. The cut-elimination theorems, the completeness theorems and a characteristic property named the mix separation principle are proved for these logics.

Aristotle says in the De Sensu that other colours are produced through the mixture of black bodies with white. The obvious mixture for him to be referring to is the mixture of the four elements, earth, air, fire, and water, which he describes at such length in the De Generatione et Corruptione. All compound bodies are produced ultimately through the mixture of these elements. The way in which the elements mix is described in i. 10 and 2. 7. They mix (...) in such a way as to produce an entirely new substance, in which the characteristics of the original earth, air, fire, and water survive only in modified form. (shrink)

The concept of similarity has had a rather mixed reputation in philosophy and the sciences. On the one hand, philosophers such as Goodman and Quine emphasized the „logically repugnant“ and „insidious“ character of the concept of similarity that allegedly renders it inaccessible for a proper logical analysis. On the other hand, a philosopher such as Carnap assigned a central role to similarity in his constitutional theory. Moreover, the importance and perhaps even indispensibility of the concept of similarity for many (...) empirical sciences can hardly be denied. The aim of this paper is to show that Quine’s and Goodman’s harsh verdicts about this notion are mistaken. The concept of similarity is susceptible to a precise logico-mathematical analysis through which its place in the conceptual landscape of modern mathematical theories such as order theory, topology, and graph theory becomes visible. Thereby it can be shown that a quasi-analysis of a similarity structure S can be conceived of as a sheaf (etale space) over S. (shrink)

Aristotle says in the De Sensu that other colours are produced through the mixture of black bodies with white . The obvious mixture for him to be referring to is the mixture of the four elements, earth, air, fire, and water, which he describes at such length in the De Generatione et Corruptione. All compound bodies are produced ultimately through the mixture of these elements. The way in which the elements mix is described in i. 10 and 2. 7. They (...) mix in such a way as to produce an entirely new substance, in which the characteristics of the original earth, air, fire, and water survive only in modified form. (shrink)

Summary In terms of control of composition, the fabrication of money was arguably the most demanding of all pre-Industrial Revolution metallurgical practices. The calculations involved in such control needed arithmetical computations involving repeated multiplications and divisions, not only of integers but also of mixed numbers. Such computations were possible using Roman numerals, but with some difficulties. The advantages gained by employing arithmetic using Indo-arabic numerals for alloying calculations would have been the same as for other types of commercial calculations. (...) A method of calculating the proportions of two coinage alloys of different compositions that were needed to produce a third alloy of specified intermediate composition, eventually known as the rule of alternate alligation, was however a specific requirement in the minting of money. This requirement made a particular demand on medieval mathematics, as a solution was not possible using arithmetic alone. Furthermore, the problem became indeterminate when more than two components were available for mixing. All the necessary methods of calculation were described by Fibonacci in his Liber abbaci. These methods are to be found in a sequence of practical arithmetics that stretch through the trattati d'abbaco of the Italian city states during the fourteenth and fifteenth centuries, to the first printed books of Continental authors such as Pacioli. Of the earliest sixteenth-century printed English books on practical arithmetic, The Grounde of Artes by Robert Recorde contained the first advance in the methodology of alternate alligation since Fibonacci. In the seventeenth century, formal proof of the rule of alternate alligation was given by Kersey in his practical arithmetics and in his treatise on algebra. The topic was also addressed by several authors of academic algebras. It was in this century that the problem of indeterminacy in the solution of alternate alligation involving the mixture of more than two components, was finally resolved. English mint accounts provide little direct information on the alloying calculation carried out, and nothing on the methods used. However, the continued description of such calculations in other mint documents, merchants notebooks, and in goldsmiths' handbooks spanning four centuries imply that the calculations described in practical arithmetics were used in practice. Monetary matters had high economic and political profiles during the whole of the time span covered in this study. The influence of such considerations pervades the history of the technology of minting and the mathematics on which it called, and is discussed in context. (shrink)

In terms of control of composition, the fabrication of money was arguably the most demanding of all pre-Industrial Revolution metallurgical practices. The calculations involved in such control needed arithmetical computations involving repeated multiplications and divisions, not only of integers but also of mixed numbers. Such computations were possible using Roman numerals, but with some difficulties. The advantages gained by employing arithmetic using Indo-arabic numerals for alloying calculations would have been the same as for other types of commercial calculations. A (...) method of calculating the proportions of two coinage alloys of different compositions that were needed to produce a third alloy of specified intermediate composition, eventually known as the rule of alternate alligation, was however, a specific requirement in the minting of money. This requirement made a particular demand on medieval mathematics, as a solution was not possible using arithmetic alone. Furthermore, the problem became indeterminate when more than two components were available for mixing. All the necessary methods of calculation were described by Fibonacci in his Liber abbaci. These methods are to be found in a sequence of practical arithmetics that stretch through the trattati d'abbaco of the Italian city states during the fourteenth and fifteenth centuries, to the first printed books of Continental authors such as Pacioli. Of the earliest sixteenth-century printed English books on practical arithmetic, The Grounde of Artes by Robert Recorde contained the first advance in the methodology of alternate alligation since Fibonacci. In the seventeenth century, formal proof of the rule of alternate alligation was given by Kersey in his practical arithmetics and his treatise on algebra. The topic was also addressed by several authors of academic algebras. It was in this century that the problem of indeterminacy in the solution of alternate alligation involving the mixture of more than two components, was finally resolved. English mint accounts provide little direct information on the alloying calculations carried out, and nothing on the methods used. However, the continued description of such calculations in other mint documents, merchants notebooks, and in goldsmiths' handbooks spanning four centuries imply that the calculations described in practical arithmetics were used in practice. Monetary matters had high economic and political profiles during the whole of the time span covered in this study. The influence of such considerations pervades the history of the technology of minting and the mathematics on which it called, and is discussed in context. (shrink)

I show that the mathematical description of opponent-colors theory is identical to the mathematical description of two-state quantum systems in a mixed state. Based on the dual-aspect theory of phenomenal consciousness, which suggests that one or more physical entities in our universe have phenomenal aspects that are dual to their physical aspects and therefore predicts an exact correspondence between a system’s phenomenal states and the objective states of its underlying physical substrate, I hypothesize that color sensations are phenomenal dual (...) aspects of two-state quantum systems in a mixed state. Since nothing in this hypothesis suggests that what brings about the phenomenal experience that is dual to two-state quantum systems is the two-dimensionality of these systems, it is natural to generalize this hypothesis and suggest that other types of phenomenal experience (e.g., taste, odor, sound) are phenomenal dual aspects of quantum systems of higher dimensionalities. Finally, I propose that the two-state quantum systems that give rise to color in the brain are two-state ion-channels. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This paper explored elementary teachers’ state and trait (...) emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

Item context effects refer to the impact of features of a test on an examinee’s item responses. These effects cannot be explained by the abilities measured by the test. Investigations typically focus on only a single type of item context effects, such as item position effects, or mode effects, thereby ignoring the fact that different item context effects might operate simultaneously. In this study, two different types of context effects were modeled simultaneously drawing on data from an item calibration study (...) of a multidimensional computerized test (N = 1,632) assessing student competencies in mathematics, science, and reading. We present a generalized linear mixed model (GLMM) parameterization of the multidimensional Rasch model including item position effects (distinguishing between within-block position effects and block position effects), domain order effects, and the interactions between them. Results show that both types of context effects played a role, and that the moderating effect of domain orders was very strong. The findings have direct consequences for planning and applying mixed domain assessment designs. (shrink)

My title, of course, is an exaggeration. The world no more became mathematical in the seventeenth century than it became ironic in the nineteenth. Either it was mathematical all along, and seventeenth-century philosophers discovered it was, or, if it wasn’t, it could not have been made so by a few books. What became mathematical was physics, and whether that has any bearing on the furniture of the universe is one topic of this paper. Garber says, and I agree, that for (...) Descartes bodies are the things of geometry made real ( Ref). That is a claim about the world: what God created, and what we know in physics, is nothing other than res extensa and its modes. Others, including Marion, hold that in modern science, here represented at its origins by Descartes, representation displaces beings: the knower no longer confronts Being or beings but rather a system of signs, a “code” as Marion calls it, to which the knower stands in the relation of subject to object. The Meditations, or perhaps even the Regulæ, are the first step toward the transcendental idealism of Kant. Most of this paper will be devoted to a more concrete question. Physics in the seventeenth century increasingly became a matter of applying mathematical knowledge to the solution of physical problems. The “mixed sciences” of astronomy, optics, and music, sciences then distinct from physics, became models of understanding for all of natural philosophy. My interest here is in one aspect of that development: how particular physical situations are transformed into mathematical. I will look at the work of Descartes and Isaac Beeckman, contrasting their visions of “physico-mathematics”. (shrink)

In this paper I address G. C. Rota’s account of mathematical identity and I attempt to relate it with aspects of Frege as well as Husserl’s views on the issue. After a brief presentation of Rota’s distinction among mathematical facts and mathematical proofs, I highlight the phenomenological background of Rota’s claim that mathematical objects retain their identity through different kinds of axiomatization. In particular, I deal with Rota’s interpretation of the ontological status of mathematical objects in terms of ideality. Then (...) I detect certain similarities among Rota’s views and Frege’s account of the constitution of arithmetical identity on the grounds of 1–1 correspondence. I point out an epistemic as well as an ontological aspect of this issue. In the sequel, I attempt to deal with the problem of “mixed identities” in mathematics stated by Benacerraf by taking in account Rota’s use of the phenomenological notion “Fundierung”. (shrink)

The Jesuit C.F. Milliet Dechales, author of one of the most famous early modern mathematical encyclopedias, Cursus seu mundus mathematicus, wrote a hundred-folio-page long treatise devoted to the “progress of mathematics,” which was published in the second, enlarged edition of his encyclopedia. His historical treatise covers the gamut of mixed mathematics—including astronomy, mechanics, optics, music, geography and navigation, ars tignaria, and architecture. The early modern historical narratives about the mathematical sciences, from Regiomontanus’s Oratio onwards, have been aptly (...) characterized by their literary form and goals rather than their historical content. Rhetoric, humanistic topoi, and philosophical filiation turned the histories of mathematics into powerful tools for different purposes. My account of Dechales’ tract on the “progress of mathematics” analyzes the ways in which it dovetails with Jesuit approaches to mathematics, provides legitimation to the mathematical sciences as well as to their authors, and contributes to define the role and boundaries of the discipline, in particular vis-à-vis natural philosophy. (shrink)

In this paper we solve the problem how to axiomatize a system of quantum computational gates known as the Poincaré irreversible quantum computational system. A Hilbert-style calculus is introduced obtaining a strong completeness theorem.

I show that the mathematical description of opponent-colors theory is identical to the mathematical description of two-state quantum systems in a mixed state. Following the principles of dual-aspect theory of phenomenal consciousness, which predicts an exact correspondence between a system’s phenomenal states and the objective states of its underlying physical substrate, I suggest that color sensations are phenomenal dual aspects of two-state quantum systems in a mixed state. Since nothing in this hypothesis suggests that what brings about the (...) phenomenal experience that is dual to two-state quantum systems is the two-dimensionality of these systems, it is natural to generalize this hypothesis and suggest that other types of phenomenal experience (e.g., taste, odor, sound) are phenomenal dual aspects of quantum systems of higher dimensionalities. Finally, I propose that the two-state quantum systems that give rise to color in the brain are two-state ion-channels. (shrink)

Density matrices for mixed state qubits, parametrized by the Bloch vector in the open unit ball of the Euclidean 3-space, are well known in quantum computation theory. We bring the seemingly structureless set of all these density matrices under the umbrella of gyrovector spaces, where the Bloch vector is treated as a hyperbolic vector, called a gyrovector. As such, this article catalizes and supports interdisciplinary research spreading from mathematical physics to algebra and geometry. Gyrovector spaces are mathematical objects that (...) form the setting for the hyperbolic geometry of Bolyai and Lobachevski just as vector spaces form the setting for Euclidean geometry. It is thus interesting, in geometric quantum computation, to realize that the set of all qubit density matrices has rich structure with strong link to hyperbolic geometry. Concrete examples for the use of the gyro-structure to derive old and new, interesting identities for qubit density matrices are presented. (shrink)

This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics (...) classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones. (shrink)

The terms of a mathematical problem become precise and concise if they are expressed in an appropriate notation, therefore notations are useful to mathematics. But are notations only useful, or also essential? According to prevailing view, they are not essential. Contrary to this view, this paper argues that notations are essential to mathematics, because they may play a crucial role in mathematical discovery. Specifically, since notations may consist of symbolic notations, diagrammatic notations, or a mix of symbolic and (...) diagrammatic notations, notations may play a crucial role in mathematical discovery in different ways. Some examples are given to illustrate these ways. (shrink)

When I was a teenager growing up in Los Angeles in the early 1940s, my dream was to become a mathematical physicist: I was fascinated by the ideas of relativity theory and quantum mechanics, and I read popular expositions which, in those days, besides Einstein’s The Meaning of Relativity, was limited to books by the likes of Arthur S. Eddington and James Jeans. I breezed through the high-school mathematics courses (calculus was not then on offer, and my teachers barely (...) understood it), but did less well in physics, which I should have taken as a reality check. On the philosophical side I read a mixed bag of Bertrand Russell, John Dewey and Alfred Korzybski (the missionary for “General Semantics” in Science and Sanity, a mish-mash of the theory of types, non-. (shrink)

This paper presents a cut-elimination procedure for classical and intuitionistic logic, in which cut is eliminated directly, without introducing the mix rule. The well-known problem of cut eliminations, when in the derivation the contractions of the cut-formulae are above the premisses of the cut, will be solved by new transformations of the derivation.

Representation of quantum states by statistical ensembles on the quantum phase space in the Hamiltonian form of quantum mechanics is analyzed. Various mathematical properties and some physical interpretations of the equivalence classes of ensembles representing a mixed quantum state in the Hamiltonian formulation are examined. In particular, non-uniqueness of the quantum phase space probability density associated with the quantum mixed state, Liouville dynamics of the probability densities and the possibility to represent the reduced states of bipartite systems by (...) marginal distributions are discussed in detail. These considerations are used to study ensembles of hybrid quantum-classical systems. In particular, nonlinear evolution of a single hybrid system in a pure state and unequal evolutions of initially equivalent ensembles are discussed in the context of coupled hybrid systems. (shrink)

Specialist Sport Programs are an underexamined activity that combines the best features of two different contexts for adolescent development: a sporting program and a secondary school. A mixed-methods study was conducted to determine the influence of participation in SSPs on the educational outcomes of lower secondary students in Western Australia. The results demonstrated a significant improvement in specialist students' mean grade for Mathematics over the course of a year, while their mean grade for all other subjects, and their (...) level of engagement with school, remained stable over the same period of time. Semi-structured interviews were also conducted with key stakeholders. Overall, the participants felt that SSPs had a positive influence on students' engagement with school, and that this engagement had a positive impact on their academic achievement. Taken together, the results of this research suggest that there is a role for SSPs in promoting positive educational outcomes for lower secondary students attending public schools located in low SES areas. (shrink)

Traditionally, there has been a clear distinction between classical systems and quantum systems, particularly in the mathematical theories used to describe them. In our recent work on macroscopic quantum systems, this distinction has become blurred, making a unified mathematical formulation desirable, so as to show up both the similarities and the fundamental differences between quantum and classical systems. This paper serves this purpose, with explicit formulations and a number of examples in the form of superconducting circuit systems. We introduce three (...) classes of physical systems with finite degrees of freedom: classical, standard quantum, and mixed quantum, and present a unified Hilbert space treatment of all three types of system. We consider the classical/quantum divide and the relationship between standard quantum and mixed quantum systems, illustrating the latter with a derivation of a superselection rule in superconducting systems. (shrink)

We consider a class of graphs embedded in $R^2$ as noncommutative proof-nets with an explicit exchange rule. We give two characterization of such proof-nets, one representing proof-nets as CW-complexes in a two-dimensional disc, the other extending a characterization by Asperti. As a corollary, we obtain that the test of correctness in the case of planar graphs is linear in the size of the data. Braided proof-nets are proof-nets for multiplicative linear logic with Mix embedded in $R^3$ . In order to (...) prove the cut-elimination theorem, we consider proof-nets in $R^2$ as projections of braided proof-nets under regular isotopy. (shrink)

We show that every MALL proof-structure [9] satisfies the property of softness, originally a categorical notion introduced by Joyal. Furthermore, we show that the notion of hereditary softness precisely captures Girard’s algebraic restriction of the technical condition on proof-structures. Relying on this characterization, we prove a MALL+Mix sequentialization theorem by a proof-theoretical method, using Girard’s notion of jump. Our MALL+Mix correctness criterion subsumes the Danos/Fleury-Retoré criterion [6] for MLL+Mix.

The problem of completeness for predicate modal logics is still under investigation, although some results have been obtained in the last few years . As far as we know, the case of multimodal logics has not been addressed at all. In this paper, we study the combination of modal logics in terms of combining their semantics. We demonstrate by a simple example that in this sense predicate modal logics are not so easily manipulated as propositional ones: mixing two Kripke-complete predicate (...) modal logics results in a Kripke-incomplete system. (shrink)

In La nova scientia , Niccolò Tartaglia analyses trajectories of cannonballs by means of different forms of reasoning, including ‘physical and geometrical reasoning’, ‘demonstrative geometrical reasoning’, ‘Archimedean reasoning’, and ‘algebraic reasoning’. I consider what he understood by each of these methods and how he used them to render the quick succession of a projectile's positions into a single entity that he could explore and explain. I argue that our understanding of his methods and style is greatly enriched by considering the (...) abacus tradition in which he worked. As a maestro d'abaco in sixteenth-century Venice he had access to a great variety of mathematical and natural-philosophical works. This paper traces how Tartaglia drew elements from a vast spectrum of sources and combined them in an innovative manner. I examine his use of algebra and geometry, consider what he knew about Archimedes and suggest a reading of his enigmatic phrase ‘Archimedean reasoning’, which has eluded satisfactory interpretation. (shrink)

On December 10th, 1947, John von Neumann wrote to the Spanish translator of his Mathematical Foundations of Quantum Mechanics: 1Your questions on the nature of mathematical physics and theoretical physics are interesting but a little difficult to answer with precision in my own mind. I have always drawn a somewhat vague line of demarcation between the two subjects, but it was really more a difference in distribution of emphases. I think that in theoretical physics the main emphasis is on the (...) connection with experimental physics and those methodological processes which lead to new theories and new formulations, whereas mathematical physics deals with the actual solution and mathematical execution of a theory which is assumed to be correct per se, or assumed to be correct for the sake of the discussion. In other words, I would say that theoretical physics deals rather with the formation and mathematical physics rather with the exploitation of physical theories. However, when a new theory has to be evaluated and compared with experience, both aspects mix. (shrink)

The teacher is one of the key factors in the transmission of curricular objectives to their students. Their knowledge and positive attitude toward students' ethnomathematics and its pedagogical approach play an important role to make classroom teaching culture friendly. This paper is intended to explore the in-service teachers’ knowledge of ethnomathematics and perception on the integration of the ethnomathematics approach in their teaching with respect to the demographic factors of in-service teachers such as gender, academic status, teaching experience, teacher training, (...) and nature of institution they associated. This study was conducted among 120 in-service mathematics teachers from 32 secondary schools in Kathmandu District. The explanatory sequential mix method was employed to carry out this study. The perception of in-service teachers on ethnomathematics pedagogy in their classroom teaching was measured with survey instruments in the first stage. For further justification of the results obtained from the quantitative data, six teachers with different demographic factors were interviewed in the second stage of the data collection process. The relationship between in-service teachers’ understanding on ethnomathematics and different demographic factors was investigated using the Pearson Chi-square test. From the statistical data analysis, it was found that there is no relationship between gender, academic qualifications, and teachers' training in their understanding of ethnomathematics. However, a significant relationship was found between the teachers' experience and nature of the institutions they were involved, and their understanding on ethnomathematics. In-service teachers have a similar understanding on ethnomathematics and their perception in the integration of the ethnomathematics approach in the teaching of school mathematics. (shrink)