Search results - CEJSH

1

Application of Mathematics and Statistics in Economics. The 18th International Scientific Conference

100%

Zmyślona B.

Śląski Przegląd Statystyczny

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2016

|

issue 14 (20)

229-232

2

Widzialne i niewidzialne piękno matematyki

72%

Makiewicz M.

e-mentor

|

2016

|

issue 4 (66)

4-12

EN

The article deals with a beauty of mathematics as a phenomenon, which can be approached both from the aesthetic and intellectual levels. It has been illustrated by the series of photographs which are visual representations of the selected mathematical objects. The aim of the paper is to outline chosen aspects of perception and understanding of the aesthetics of mathematics in the context of photographic exemplification of concepts and patterns. All presented photographs have been taken by the participants of International Photography Competition Mathematics in Focus. The competition is organized regularly since 2010 by the University of Szczecin, Poland. Its popularity is growing systematically, what is reflected in the number of participants submitting their works: in 2010 there were 400 people who participated in the competition whereas in 2015 the total amount of them surpassed 8000. The gallery of all awarded works can be viewed at: http://www.mwo.usz.edu.pl/galeria-prac-nagrodzonych.

3

A priori a matematika u Berkeleyho

58%

Tomeček M.

Filosofický časopis (Philosophical Journal)

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2014

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vol. 62

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issue 3

369-385

EN

According to the Oxford English Dictonary George Berkeley introduced the term a priori into English. His inspiration for this was, it seems, to be found partly in the writings of his immediate predecessors, particularly Pierre Bayle, and partly in his pedagogical work where he adjudicated disputations between his pupils. Some of his arguments against the existence of matter Berkeley tells us are a priori, others a posteriori. Even the a priori arguments are underpinned by prior semantic principles of an anti-abstractionist character, which are shown to be important particularly in the immaterialist philosophy of mathematics. Berkeley's courageously unorthodox, and generally unpublished, thoughts about mathematics thus grow from the same soil as his celebrated denial of matter.

4

Matematyka i kosmologia

58%

Heller M.

Zagadnienia Filozoficzne w Nauce

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2012

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issue 50

63-74

PL

The mathematical and cosmological works of a group associated with the Copernicus Center for Interdisciplinary Studies in Cracow are summarized. The group consists mainly of M. Heller, L. Pysiak, W. Sasin, Z. Odrzygóźdź and J. Gruszczak. The first paper by members of the group was published in 1988, and research has been continued to the present day. The main mathematical tool used in the first part of the group’s activity was the theory of differential spaces and, in the second, methods of noncommutative geometry. Among the main topics investigated have been classical singularities in relativistic cosmology and the unification of general relativity with quantum mechanics.

5

Phenomenological Ideas in the Philosophy of Mathematics. From Husserl to Gödel

58%

Bedürftig T., Murawski R.

Studia Semiotyczne

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2018

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vol. 32

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issue 2

33-50

EN

The paper is devoted to phenomenological ideas in conceptions of modern philosophy of mathematics. Views of Husserl, Weyl, Becker and Gödel will be discussed and analysed. The aim of the paper is to show the influence of phenomenological ideas on the philosophical conceptions concerning mathematics. We shall start by indicating the attachment of Edmund Husserl to mathematics and by presenting the main points of his philosophy of mathematics. Next, works of two philosophers who attempted to apply Husserl’s phenomenological ideas to the philosophy of mathematics, namely Hermann Weyl and Oskar Becker, will be briefly discussed. Lastly, the connections between Husserl’s ideas and the philosophy of mathematics of Kurt Gödel will be studied.

6

Obraz matematyki i logiki w polskich encyklopediach okresu międzywojennego

58%

Murawski R.

Kwartalnik Historii Nauki i Techniki

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2017

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vol. 62

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issue 3

37–60

EN

The article shows the picture of mathematics and logic that can be found in the encyclopaedias published in the Polish interwar period. The most comprehensive three popular en¬cyclopaedias at that time considered in the article are as follows: Ilustrowana encyklopedia by Trzaska, Evert and Michalski, Encyklopedia powszechna Ultima Thule, and Wielka ilustrowana encyklopedia powszechna published by the Gutenberg publishing house. We also explore one thematic encyclopaedia Świat i życie: zarys encyklopedyczny współczesnej wiedzy i kultury, as well as a quite specific publication – not an encyclopaedia in itself but one of encyclopaedic character – prepared by outstanding Polish mathematicians, i.e. Poradnik dla samouków (volumes 1 and 3 of the 2nd series were devoted to mathematics and logic). The view of mathematics and logic in encyclopaedias is important because of an intensive progress in mathematics and mathematical logic in the interwar Poland. Analysis of entries dedicated to these fields of knowledge shows that both mathematics and logic were presented in a reliable and modern way with consideration for the state of research at that time. Also new, developing mathematical disciplines were taken into account, as, for example, set theory, topology, or the rudiments of mathematics. With too much modesty sometimes, the input of Polish scientists in this development was stressed. Furthermore, the article analyses what topics, questions, and forms did not find their reflection in the encyclopaedias, as well as the reasons why it so happened.

7

Znaczenie edukacji matematycznej w humanistyce

58%

Szostek A.

Zagadnienia Filozoficzne w Nauce

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2009

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issue 44

13-24

PL

The topic of the article is the role of the mathematical education in the humanistic education (history, history of literature and art etc.). The author underlines the meaning understanding as the fundamental notion of the humanities. The lack of the understanding perspective leads the humanistic education to the superficial knowledge of facts and dates, always incomplete and not very useful for the grasping of the specific world of the human thinking and motivation. Mathematics, as the only pure formal subject in the Polish school educational program (there is no classes in logic in these schools), can provide the student at least with the three important abilities. Namely, mathematics education improves the imagination of the school-boys and girls (starting with the simple summing up and multiplication operations), deduction (as opposite to funding our convictions only on the opinions) and integrity of the knowledge (it is impossible to comprehend the more advanced mathematics theses with no knowledge of the other, more fundamental parts of it; much the same it is impossible e. g. to comprehend the essence of the historical processes without knowledge of the all important elements of them). However, what is needed in the school program in mathematics is some information about the more advanced mathematical theories and its applications to the other kinds of science (mathematics in cosmology, fractal theory, topology), These theories cannot be presented completely on this stage of education, yet can improve the imagination of the young men and help them to recognize the meaning of the mathematics for the understanding of the whole world, its structure and dynamism.

8

Model prožívaného času podle Petra Vopěnky

58%

Havel I.

Filosofický časopis (Philosophical Journal)

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2016

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vol. 64

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issue 4

539-560

EN

In the Ninth Meditation, entitled „O změnách jevů v čase“ (“On Changes in Phenomena in Time”), in the book Meditace o základech vědy (Meditations on the Foundations of Science; Praha, Práh 2001), Petr Vopěnka presents a certain non-traditional conception of experienced time, founded on his new infinite mathematics. The point of departure for his model is the idea of an “atomistic rhythm”, which is a linearly structured discrete sequence of beats. It is assumed that this rhythm is so fine that it runs far (or deeply) beyond our ability to distinguish individual beats from each other, so that it appears to us to be a continual temporal line. In this paper, Vopěnka’s model is interpreted in detail, but in the absence of mathematical formalism, and a view is presented as to how we might, on the basis of this model, formalise intuitive concepts such as past, future, present and the momentary “Now”. The interpretation is accompanied by a detailed analysis of Vopěnka’s approach and a sketching of the prospects for alternatives to it.

9

Thibault and Science I. Measure, Distances and Proportions in the Circle

58%

Majár J., Várhelyi Z.

Acta Periodica Duellatorum

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2014

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vol. 2

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issue 1

67-104

EN

In this paper we investigate the basic mathematical and philosophical tool of Gérard Thibault d’Anvers, the Circle. One of our main goals was to describe the Circle with coordinate geometry, and to estimate the rate of accuracy of his work. Furthermore, we also wanted to test the statements made by Thibault in his fencing manual, Academy of the Sword [Thibault, 1630; Greer, 2005]. To do this, we compared his observations and calculations with the results of available modern day and historical anthropometrical data sets. Based on our results, we also want to give some practical information about Thibault system for the fencers who study his art in our time.

10

Подготовка студентов к осуществлению функциональной пропедевтики в начальном курсе математики средствами моделирования

58%

Гадзаова С. В.

Problemy Wczesnej Edukacji

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2013

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vol. 9

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issue 4(23)

77-84

EN

The article presents the experience in the area of preparation of future teachers in primary schools for the implementation of functional propaedeutics by using modeling tools. The content and phases of education in the framework of a special course are presented.

11

Matematyczna socjalizacja poznawcza a kulturowe funkcjonowanie jednostki

58%

Kalinowska A.

Kwartalnik Pedagogiczny

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2015

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issue 3(237)

53-73

EN

In the era of universal mathematics education in the civilised world and a general ability to perform calculations, the size of social awkwardness in maths is surprising. Despite the fact that mathematics is considered a vital part of the “rational man power”, a lot of people have a kind of “mathemaphobia” – mainly developed by the school. The specificity of each area of knowledge is the source of the impact of hidden content in different but intersecting areas of an individual. In the social sciences they are more associated with the filtering of information on the wider social relations, while science is an area of cognitive interactions directed towards nature. The teaching of mathematics, as well as other subjects at school, brings a certain message as part of the hidden curriculum.

12

A SYSTEMATIC REVIEW OF THE APPROACHES ENHANCING THE MATHEMATICS ACHIEVEMENT

58%

Tümkaya S., Ulum H.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 2

171-182

EN

Aim. The aim of this study is to analyse the conducted studies in order to reveal the effect of the strategies, methods and techniques used in elementary school mathematics courses, to apply critical strategies based on impartiality, and to critically evaluate and synthesize them. Methods. In this systematic review study, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement was used in order to prepare the systematic review protocol. The studies were based on students’ achievement resulting from student-centred strategy, methods and techniques. Results. The results of the study show that the number of participants of the primary studies centred on the range of 31- 60 to 90 and above. Moreover, the total number of studies conducted in different countries constitutes a significant proportion of the studies included. In most of the studies (f=87), significant differences were found in favour of the experimental group. Conclusion. Within the framework of the inclusion criteria of the research, it can be concluded that student-centred strategy methods and techniques statistically change the students' mathematics achievement. Among these methods and techniques, Realistic Mathematics Education, Computer Assisted Teaching Method, and Collaborative Learning Method were prominent.

13

Matematyczna socjalizacja poznawcza a kulturowe funkcjonowanie jednostki

58%

Kalinowska A.

Kwartalnik Pedagogiczny

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2015

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vol. 60(3 (237))

53-73

PL

In the era of universal mathematics education in the civilised world and a general ability to perform calculations, the size of social awkwardness in maths is surprising. Despite the fact that mathematics is considered a vital part of the “rational man power”, a lot of people have a kind of “mathemaphobia” – mainly developed by the school. The specificity of each area of knowledge is the source of the impact of hidden content in different but intersecting areas of an individual. In the social sciences they are more associated with the filtering of information on the wider social relations, while science is an area of cognitive interactions directed towards nature. The teaching of mathematics, as well as other subjects at school, brings a certain message as part of the hidden curriculum.

14

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

58%

Turska D., Oszwa U.

Kwartalnik Pedagogiczny

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2017

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vol. 62(2 (244))

25-40

PL

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

15

Five Theories of Reasoning:

58%

Pease A., Aberdein A.

Logic and Logical Philosophy

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2011

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vol. 20

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issue 1-2

7-57

EN

The last century has seen many disciplines place a greater prior- ity on understanding how people reason in a particular domain, and several illuminating theories of informal logic and argumentation have been devel- oped. Perhaps owing to their diverse backgrounds, there are several con- nections and overlapping ideas between the theories, which appear to have been overlooked. We focus on Peirce’s development of abductive reasoning [39], Toulmin’s argumentation layout [52], Lakatos’s theory of reasoning in mathematics [23], Pollock’s notions of counterexample [44], and argumen- tation schemes constructed by Walton et al. [54], and explore some connec- tions between, as well as within, the theories. For instance, we investigate Peirce’s abduction to deal with surprising situations in mathematics, rep- resent Pollock’s examples in terms of Toulmin’s layout, discuss connections between Toulmin’s layout and Walton’s argumentation schemes, and sug- gest new argumentation schemes to cover the sort of reasoning that Lakatos describes, in which arguments may be accepted as faulty, but revised, rather than being accepted or rejected. We also consider how such theories may apply to reasoning in mathematics: in particular, we aim to build on ideas such as Dove’s [13], which help to show ways in which the work of Lakatos fits into the informal reasoning community.

16

Report from the philosophical workshop organized by The Lvov–Warsaw School Research Center and Kazimierz Twardowski Philosophical Society of Lviv

58%

Grądzka E.

Zagadnienia Filozoficzne w Nauce

|

2021

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issue 71

131-152

EN

Between 11–14 February 2021 the first international Philosophical Workshop organized by The Lvov–Warsaw School Research Center (LWSRC) and Kazimierz Twardowski Philosophical Society of Lviv (KTPSL) took place in the on–line version due to the ongoing COVID–19 pandemic. The working languages of the event were Polish, Ukrainian and English. The coordinators’ goal was to refer to the tradition of seminar of Kazimierz Twardowski, who was not only a distinguished philosopher but also a great educator, to stimulate interest and support for the young generation of researchers into the heritage of the Lvov–Warsaw School (LWS). It is claimed that due to Twardowski’s unprecedented didactical engagement he managed to upbring dozens of Professors like Kazimierz Ajdukiewicz, Stefan Baley, Leopold Blaustein, Tadeusz Czeżowski, Izydora Dąmbska, Tadeusz Kotarbiński, tanisław Leśniewski, Jan Łukasiewicz, Władysław Witwicki.

17

Mathematics as a love of wisdom: Saunders Mac Lane as philosopher

58%

McLarty C.

Zagadnienia Filozoficzne w Nauce

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2020

|

issue 69

17-32

EN

This note describes Saunders Mac Lane as a philosopher, and indeed as a paragon naturalist philosopher. He approaches philosophy as a mathematician. But, more than that, he learned philosophy from David Hilbert’s lectures on it, and by discussing it with Hermann Weyl, as much as he did by studying it with the mathematically informed Göttingen Philosophy professor Moritz Geiger.

18

Category Theory in the hands of physicists, mathematicians, and philosophers

58%

Stopa M.

Zagadnienia Filozoficzne w Nauce

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2020

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issue 69

283-293

EN

Book review: Category Theory in Physics, Mathematics, and Philosophy, Kuś M., Skowron B. (eds.), Springer Proc. Phys. 235, 2019, pp.xii+134.

19

Statystyka w archeologii, czyli dlaczego nie trzeba bać się liczb

58%

Rajpold W.

Materiały i Sprawozdania Rzeszowskiego Ośrodka Archeologicznego

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2021

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issue 42

113-139

EN

The great motorway research and construction investments have brought and are still bringing a huge set of new data. In 2019 alone, one million new archaeological artefacts were sourced. Therefore, there is a problem of systematic and comprehensive development of the obtained sources, in which statistics may be helpful. The article introduces selected statistical methods and shows examples of their use. It focuses on their usefulness in archaeological research, and thus it may become a boost for their wider use in the development of archaeological sources.

20

Metody badawcze w obszarze polemologii

58%

Krupa M.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

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2013

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issue 903

17-34

EN

The research focuses on a phenomenon with a political, cultural and sociological nature – war. One purpose of my research is to link this phenomenon with the economy. The wider purpose is to raise political science and sociology to a higher level of analysis with the aim of reducing and unifying the social sciences to a stricter level of analysis. This research objective uses the example of war, and enlists mathematical instruments associated not only with the business cycle. Tests are performed on the example of the U.S. business cycle and that country’s military activity. The research shows the reciprocal relationship of these events, the state of the U.S. economy, determined by variations in the parameters of the national income and related to a growing propensity for military activity, which in turn, as the research shows, reduces the number of wars on a global scale. Other aspects of the paper include a description of the history of the research process, the phenomenon of war and issues and problems from the philosophy of science.

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