A Reductio Ad Surdum? Field on the Contingency of Mathematical Objects

Mind ◽  
1994 ◽  
Vol 103 (410) ◽  
pp. 169-184 ◽  
Author(s):  
BOB HALE ◽  
CRISPIN WRIGHT
Keyword(s):  
2010 ◽  
Vol 77 (2-3) ◽  
pp. 247-265 ◽  
Author(s):  
Juan D. Godino ◽  
Vicenç Font ◽  
Miguel R. Wilhelmi ◽  
Orlando Lurduy
Keyword(s):  

Metaphysica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David M. Freeman

Abstract Many have pointed out that the utility of mathematical objects is somewhat disconnected from their ontological status. For example, one might argue that arithmetic is useful whether or not numbers exist. We explore this phenomenon in the context of Divine Conceptualism (DC), which claims that mathematical objects exist as thoughts in the divine mind. While not arguing against DC claims, we argue that DC claims can lead to epistemological uncertainty regarding the ontological status of mathematical objects. This weakens DC attempts to explain the utility of mathematical objects on the basis of their existence. To address this weakness, we propose an appeal to Liggins’ theory of Belief Expressionism (BE). Indeed, we point out that BE is amenable to the ontological claims of DC while also explaining the utility of mathematical objects apart from reliance upon their existence. We illustrate these themes via a case study of Peano Arithmetic.


2020 ◽  
pp. 58-86
Author(s):  
Semjon F. Adlaj ◽  
◽  
Sergey N. Pozdniakov ◽  

This article is devoted to a comparative analysis of the results of the ReMath project (Representing Mathematics with digital media), devoted to the study of digital representations of mathematical concepts. The theoretical provisions and conclusions of this project will be analyzed based on the theory of the information environment [1], developed with the participation of one of the authors of this article. The analysis performed in this work partially coincides with the conclusions of the ReMath project, but uses a different research basis, based mainly on the work of Russian scientists. It is of interest to analyze the work of the ReMath project from the conceptual positions set forth in this monograph and to establish links between concepts and differences in understanding the impact of computer tools (artifacts) on the process of teaching mathematics. At the same time, the authors dispute the interpretation of some issues in Vygotsky’s works by foreign researchers and give their views on the types and functions of digital artifacts in teaching mathematics.


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