Entscheidungsproblem: What’s in a Word?

Author(s):  
Subrata Dasgupta

In 1900, the celebrated German mathematician David Hilbert (1862–1943), professor of mathematics in the University of Göttingen, delivered a lecture at the International Mathematics Congress in Paris in which he listed 23 significant “open” (mathematicians’ jargon for “unsolved”) problems in mathematics. Hilbert’s second problem was: Can it be proved that the axioms of arithmetic are consistent? That is, that theorems in arithmetic, derived from these axioms, can never lead to contradictory results? To appreciate what Hilbert was asking, we must understand that in the fin de siècle world of mathematics, the “axiomatic approach” held sway over mathematical thinking. This is the idea that any branch of mathematics must begin with a small set of assumptions, propositions, or axioms that are accepted as true without proof. Armed with these axioms and using certain rules of deduction, all the propositions concerning that branch of mathematics can be derived as theorems. The sequence of logically derived steps leading from axioms to theorems is, of course, a proof of that theorem. The axioms form the foundation of that mathematical system. The axiomatic development of plane geometry, going back to Euclid of Alexandria (fl . 300 BCE ) is the oldest and most impressive instance of the axiomatic method, and it became a model of not only how mathematics should be done, but also of science itself. Hilbert himself, in 1898 to 1899, wrote a small volume titled Grundlagen der Geometrie (Foundations of Geometry) that would exert a major influence on 20th-century mathematics. Euclid’s great work on plane geometry, Elements, was axiomatic no doubt, but was not axiomatic enough. There were hidden assumptions, logical problems, meaningless definitions, and so on. Hilbert’s treatment of geometry began with three undefined objects—point, line, and plane—and six undefined relations, such as being parallel and being between. In place of Euclid’s five axioms, Hilbert postulated a set of 21 axioms. In fact, by Hilbert’s time, mathematicians were applying the axiomatic approach to entire branches of mathematics.

1932 ◽  
Vol 25 (5) ◽  
pp. 298-299

Mr. William Betz, the new President of the National Council, comes from a family in which teaching has been the principal occupation for four generations. True to this family tradition, he began to teach while still in his teens. Having majored in the classics, it was his original intention to devote his life to the teaching of Latin and Greek. The fates led him along a different path. The first position which was offered to him was that of a “supply” teacher in mathematics in the Rochester High School from which he was graduated. Somehow, he never got away from mathematics after that. An apprenticeship service of a comparatively short period seemed sufficient to convince Principal A. H. Wilcox that it was safe to appoint this young man as head of the department of mathematics in the East High School. Years of strenuous work became necessary. Three European trips gave to the young teacher a first-hand acquaintance with schools abroad and enabled him to get a personal glimpse of the influence of such leaders as Prof. Felix Klein at the University of Gottingen. Several years of postgraduate study were devoted primarily to the foundations of geometry and to applied work in physics.


Author(s):  
Wilfried Sieg

Hilbert’s programmatic papers from the 1920s still shape, almost exclusively, the standard contemporary perspective of his views concerning (the foundations of) mathematics; even his own, quite different work on the foundations of geometry and arithmetic from the late 1890s is often understood from that vantage point. My essay pursues one main goal, namely, to contrast Hilbert’s formal axiomatic method from the early 1920s with his structural axiomatic approach from the 1890s. Such a contrast illuminates the circuitous beginnings of the finitist consistency program and connects the complex emergence of structural axiomatics with transformations in mathematics and philosophy during the 19th century.


Author(s):  
Franklin G. Mixon ◽  
Kamal P. Upadhyaya

This study examines the impact of research published in the two core public choice journals – Public Choice and the Journal of Public Finance and Public Choice – during the five-year period from 2010 through 2014. Scholars representing almost 400 universities contributed impactful research to these journals over this period, allowing us to rank institutions on the basis of citations to this published research. Our work indicates that public choice scholarship emanating from non-US colleges and universities has surged, with the University of Göttingen, University of Linz, Heidelburg University, University of Oxford, University of Konstanz, Aarhus University, University of Groningen, Paderborn University, University of Minho and University of Cambridge occupying ten of the top 15 positions in our worldwide ranking. Even so, US-based institutions still maintain a lofty presence, with Georgetown University, Emory University, the University of Illinois and George Mason University each holding positions among the top five institutions worldwide.


Pythagoras ◽  
2009 ◽  
Vol 0 (70) ◽  
Author(s):  
Deonarain Brijlall ◽  
Aneshkumar Maharaj

The study investigated fourth–year students’ construction of the definitions of monotonicity and boundedness of sequences, at the Edgewood Campus of the University of KwaZulu –Natal in South Africa. Structured worksheets based on a guided problem solving teaching model were used to help students to construct the twodefinitions. A group of twenty three undergraduateteacher trainees participated in the project. These students specialised in the teaching of mathematics in the Further Education and Training (FET) (Grades 10 to 12) school curriculum. This paper, specifically, reports on the investigation of students’ definition constructions based on a learnig theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the two definitions. It was found that despite the intervention of a structured design, these definitions were partially or inadequately conceptualised by some students.


2009 ◽  
Vol 93 (528) ◽  
pp. 468-475
Author(s):  
Graham Hoare

The German version of Riemann’s Collected Works is confined to a single volume of 690 pages. Even so, this volume has had an abiding and profound impact on modern mathematics and physics, as we shall see. In fifteen years of activity, from 1851, when he gained his doctorate at the University of Göttingen, to his death in 1866, two months short of his fortieth birthday, Riemann contributed to almost all areas of mathematics. He perceived mathematics from the analytic point of view and used analysis to illuminate subjects as diverse as number theory and geometry. Although regarded principally as a mathematician Riemann had an abiding interest in physics and researched significantly in the methods of mathematical physics, particularly in the area of partial differential equations.


2021 ◽  
Vol 10 (12) ◽  
pp. 528-536
Author(s):  
Henry de Jesús Gallardo Pérez ◽  
Mawency Vergel Ortega ◽  
Marling Carolina Cordero Díaz

The added value in education refers to the contribution that the educational institution effectively makes to student learning, expressed as the growth in knowledge, skills and abilities, in a period of time, as a result of their educational experience. The objective of the research is to determine the added value of the academic work of the Universidad Francisco de Paula Santander in the development of physical- mathematical thinking in engineering students and the estimation of a mathematical model that allows its valuation. In model allows analyzing the trajectory of the group of engineering students who entered in the first semester of 2018 and involves endogenous and exogenous variables associated with the process. The research is framed in the quantitative paradigm, descriptive, multivariate and correlational. We work with two types of data, the secondary data are constituted by the students’ grades in 2018 and 2019, this information may present biases because they are different courses with different teachers, however, it allows to see the evolution of students in calculus, statistics and physics courses. Primary data were obtained from a test applied in 2018 and a similar test applied in 2019, graded using item response theory. Results were compared and differences were evaluated to estimate the contribution effectively made by the university.   


1888 ◽  
Vol 13 (11) ◽  
pp. 287-294
Author(s):  
W. E. Stone

1998 ◽  
Vol 44 ◽  
pp. 53-62
Author(s):  
L. Thomas

From his appointment as a Scientific Officer at the Radio Division of the National Physical Laboratory in 1938, which marked the start of his active collaboration with Sir Edward Appleton, to his death in 1996, Granville Beynon's chosen field of scientific endeavour was the study of the ionosphere, the atmosphere at heights where the concentration of free electrons is sufficient to influence the propagation of radio waves. Through his establishment of research groups at Swansea and Aberystwyth Colleges of the University of Wales, and his tenure of senior offices in appropriate national and international committees, he had a major influence in this area of science. His involvement in university education included a period as Vice–Principal at Aberystwyth, but his interest in education extended beyond the university sector and this was marked by his service as Chairman of the Schools Council Committee for Wales. For his services to science and education he received several honours at both national and international levels. In spite of the many demands on his time, he enjoyed a very happy family life in which music played a central part.


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