Understanding Mathematics Essay -- Math History Learning Papers

Understanding mathematicsThis paper is an attempt to explain the structure of the process of understanding mathematical marks such(prenominal)(prenominal) as notions, definitions, theorems, or mathematical theories. Understanding is an indirect process of cognition which consists in grasping the sense of what is to be understood, showing itself in the ability to impart what is understood in other circumstances and situations. Thus understanding should be treated functionally as acquiring sense. We can distinguish three sanctioned planes on which the process of understanding mathematics civilises place. The first is the plane of understanding the meaning of notions and terms existing in mathematical considerations. A mathematician must feature the knowledge of what the given symbols mean and what the corresponding notions denote. On the second plane, understanding concerns the structure of the prey of understanding wherein it is the sense of the sequences of the applied notions and terms that is important. The third plane-understanding the role of the object of understanding-consists in fixing the sense of the object of understanding in the context of a greater entity, i.e., it is an investigation of the background of the problem. Additionally, understanding mathematics, to be sufficiently comprehensive, should back away into account (apart from the theoretical planes) at least three other connected considerations-historical, methodological and philosophical-as ignoring them results in a superficial and incomplete understanding of mathematics.In an dramatic book by P. J. Davis and R. Hersh, The Mathematical Experience, there is a small chapter devoted to the crisis of understanding mathematics. Alas, this fragment focuses only on the presentation of the d... ...ant learn mathematics without its arrant(a) understanding. My postulate is that, in the process of teaching mathematics, we should take into account both the history and philosophy (with methodo logy) of mathematics, since neglecting them makes the understanding of mathematics superficial and incomplete.Bibliography1. Philip J. Davis & Reuben Hersh, The Mathematical Experience, Birkhuser Boston, 1981.2. Izydora Dmbska, W sprawie pojcia rozumienia, in Ruch Filozoficzny 4, 1958.3. John R.Searle, Minds, Brains and Programs, in Behavioral and Brain Sciences 3, Cambridge University Press 1980, p.417-424.4. Danuta Gierulanka, Zagadnienie swoistoci poznania matematycznego, Warszawa 1962.5. Roger Penrose, The Emperors New Mind, Oxsford University Press 1989.6. Andrzej Lubomirski, O uoglnieniu w matematyce, Wrocaw 1983. Understanding Mathematics Essay -- Math History Learning PapersUnderstanding MathematicsThis paper is an attempt to explain the structure of the process of understanding mathematical objects such as notions, definitions, theorems, or mathematical theories. Understanding is an indirect process of cognition which consists in grasping the sense of what i s to be understood, showing itself in the ability to open what is understood in other circumstances and situations. Thus understanding should be treated functionally as acquiring sense. We can distinguish three canonical planes on which the process of understanding mathematics takes place. The first is the plane of understanding the meaning of notions and terms existing in mathematical considerations. A mathematician must set out the knowledge of what the given symbols mean and what the corresponding notions denote. On the second plane, understanding concerns the structure of the object of understanding wherein it is the sense of the sequences of the applied notions and terms that is important. The third plane-understanding the role of the object of understanding-consists in fixing the sense of the object of understanding in the context of a greater entity, i.e., it is an investigation of the background of the problem. Additionally, understanding mathematics, to be sufficiently c omprehensive, should take into account (apart from the theoretical planes) at least three other connected considerations-historical, methodological and philosophical-as ignoring them results in a superficial and incomplete understanding of mathematics.In an large(p) book by P. J. Davis and R. Hersh, The Mathematical Experience, there is a small chapter devoted to the crisis of understanding mathematics. Alas, this fragment focuses only on the presentation of the d... ...ant learn mathematics without its everlasting(a) understanding. My postulate is that, in the process of teaching mathematics, we should take into account both the history and philosophy (with methodology) of mathematics, since neglecting them makes the understanding of mathematics superficial and incomplete.Bibliography1. Philip J. Davis & Reuben Hersh, The Mathematical Experience, Birkhuser Boston, 1981.2. Izydora Dmbska, W sprawie pojcia rozumienia, in Ruch Filozoficzny 4, 1958.3. John R.Searle, Minds, Brains an d Programs, in Behavioral and Brain Sciences 3, Cambridge University Press 1980, p.417-424.4. Danuta Gierulanka, Zagadnienie swoistoci poznania matematycznego, Warszawa 1962.5. Roger Penrose, The Emperors New Mind, Oxsford University Press 1989.6. Andrzej Lubomirski, O uoglnieniu w matematyce, Wrocaw 1983.