Kant and the Character of Mathematical Inference

2020 ◽  
pp. 126-154
Author(s):  
Desmond Hogan
Keyword(s):  
Mathematical Inference

scholarly journals After Non-Euclidean Geometry: Intuition, Truth and the Autonomy of Mathematics

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Janet Folina
Keyword(s):  
19Th Century ◽  
Euclidean Geometry ◽  
Symbolic Logic ◽  
Non Euclidean Geometry ◽  
The 19Th Century ◽  
Spatial Intuition ◽  
Mathematical Inference

The mathematical developments of the 19th century seemed to undermine Kant’s philosophy. Non-Euclidean geometries challenged Kant’s view that there is a spatial intuition rich enough to yield the truth of Euclidean geometry. Similarly, advancements in algebra challenged the view that temporal intuition provides a foundation for both it and arithmetic. Mathematics seemed increasingly detached from experience as well as its form; moreover, with advances in symbolic logic, mathematical inference also seemed independent of intuition. This paper considers various philosophical responses to these changes, focusing on the idea of modifying Kant’s conception of intuition in order to accommodate the increasing abstractness of mathematics. It is argued that far from clinging to an outdated paradigm, programs based on new conceptions of intuition should be seen as motivated by important philosophical desiderata, such as the truth, apriority, distinctiveness and autonomy of mathematics.

Multi indicator approach via mathematical inference for price dynamics in information fusion context

2016 ◽  
Vol 373 ◽  
pp. 183-199 ◽  
Author(s):  
G. Iovane ◽  
A. Amorosia ◽  
M. Leone ◽  
M. Nappi ◽  
G. Tortora
Keyword(s):  
Information Fusion ◽  
Price Dynamics ◽  
Indicator Approach ◽  
Mathematical Inference

Mathematical inference of blood gas data

1972 ◽  
Vol 2 (4) ◽  
pp. 301-310 ◽  
Author(s):  
Richard D. Yoder ◽  
Kirk L. Peterson
Keyword(s):  
Blood Gas ◽  
Mathematical Inference

The Theory of Mathematical Inference

1900 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
G. J. Stokes
Keyword(s):  
Mathematical Inference

scholarly journals Developmental and Academic Learning differences for Pre-School Children in North Jeddah, Saudi Arabia

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Dr. Nidal Ahmed Mohammed Al-Zoubi
Keyword(s):  
Auditory Perception ◽  
Visual Memory ◽  
Survey Study ◽  
Academic Learning ◽  
Learning Differences ◽  
Social Maturity ◽  
School Teaching ◽  
Males And Females ◽  
Common Learning ◽  
Mathematical Inference

The aim of the research was to determine the size of the problem of learning differentials for preschool children for the target group during the period from 20/4/1436 to 3/5/1436 AH, while applied to the sample studied during the period from 5/5/1436 to 13/5 / 1436 e. The researcher used the descriptive method of "survey study". The researcher applied some scientific tests and measurements to measure some learning differences on a sample of (100) children and their child (53 males and 47 females) in pre-school in Jeddah. The results of the study showed that the differences in visual memory were the most common learning differences (51%) and the auditory differences (25%), followed by learning differences (24%) and mathematical inference (24%) respectively. The results also showed significant differences between males and females in the tests of hyperactivity, dizziness, attention, social interaction, writing, and auditory perception for females, and males and females are equal in tests of social maturity, pre-reading, mathematical inference and visual memory. Among students born in 2010 and students born in 2011 in social maturity tests, social interactions, writing, auditory perception, visual memory, pre-reading for age 5, attention tests, impulse and hyperactivity. For (4) years, while there were no differences according to the variables (gender - age) in other measures. The researcher recommends taking into account the child's access to the level of maturity appropriate for learning to read and write and account, and not forced to do so in the pre-school, and interest in building programs of motor education for children and the need to apply to students outside the classroom. As well as the importance of focusing teachers on activities that are concerned with the development of the child's senses in general, and on audio-visual activities in particular, and assigning the task of pre-school teaching to qualified teachers in the field of child education.

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