There are different narratives on mathematics as part of our world, some of which are more appropriate than others. Such narratives might be of the form ‘Mathematics is useful’, ‘Mathematics is beautiful’, or ‘Mathematicians aim at theorem-credit’. These narratives play a crucial role in mathematics education and in society as they are influencing people’s willingness to engage with the subject or the way they interpret mathematical results in relation to real-world questions; the latter yielding important normative considerations. Our strategy is (...) to frame current narratives of mathematics from a virtue-theoretic perspective. We identify the practice of mathematizing, put forward by Freudenthal’s ‘Realistic mathematics education’, as virtuous and use it to evaluate different narratives. We show that this can help to render the narratives more adequately, and to provide implications for societal organization. (shrink)

My goal is to emphasize the way we generally use the word ‘logic’ and the sort of problems related to the definition of logic and the sort of problems related to the definition of logic. I also wish to underline the differences between human intelligence and artificial intelligence.

We describe a model-theoretic approach to ordinal analysis via the finite combinatorial notion of an α-large set of natural numbers. In contrast to syntactic approaches that use cut elimination, this approach involves constructing finite sets of numbers with combinatorial properties that, in nonstandard instances, give rise to models of the theory being analyzed. This method is applied to obtain ordinal analyses of a number of interesting subsystems of first- and second-order arithmetic.