Category Archives: Mathematics

Psychology

Preface (January 17–18, 2019). This essay is built around two extended quotations from Collingwood:

  1. From the posthumous Idea of History (1946) with the core idea, “people do not know what they are doing until they have done it.”
  2. From An Essay on Philosophical Method (1933), about how logic is neither a purely descriptive nor a purely normative science.

The quotations pertain to the title subject of psychology for the following reasons.

  1. Psychological experiments show that we may not know what we are doing until we have done it.
  2. Psychology is a descriptive science.

Psychological experiments can tell us about what we do, only when we presuppose the general applicability of their findings. This is true for any descriptive science. Philosophy demands more. A philosophical science like logic is categorical, in the sense of the second listed quotation, because it is what Collingwood will later call criteriological. I go on to discuss criteriological sciences as such in “A New Kind of Science,” but not here.

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Learning mathematics

This is mostly reminiscences about high school. I also give some opinions about how mathematics ought to be learned. The post originally formed one piece with my last article, “Limits.”

I learned calculus, and the epsilon-delta definition of limit, in Washington D.C., in my last two years at St Albans School, in a course taught by a peculiar fellow named Donald J. Brown. The first of these two years was officially called Precalculus Honors, but some time in that year, we started in on calculus proper.

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Limits

This is about limits in mathematics: both the technical notion that arises in calculus, and the barriers to comprehension that one might reach in one’s own studies. I am going to say a few technical things about the technical notion, but there is no reason why this should be a barrier to your reading: you can just skip the paragraphs that have special symbols in them.

Looking up something else in the online magazine called Slate, I noted a reprint of an article called “What It Feels Like to Be Bad at Math” from a blog called Math With Bad Drawings by Ben Orlin. Now teaching high-school mathematics, Mr Orlin recalls his difficulties in an undergraduate topology course. His memories help him understand the difficulties of his own students. When students do not study, why is this? It is because studying makes them conscious of how much they do not understand. They feel stupid, and they do not like this feeling. Continue reading

Self-similarity

Animation: circles within circles

From the poster depicting a few von Neumann natural numbers, I created this animation. The moving image no longer depicts natural numbers in the sense of the poster, since there is no infinite descending chain of natural numbers. There is an infinite ascending chain of them; but the poster does not actually depict such a chain as nested circles. So running the animation in reverse would not give a correct suggestion of the original poster, even if it were of infinite size. Continue reading

The von Neumann natural numbers: a fractal-like image

See the next article, “Self-similarity,” for an animation of the image here.

I have long been fascinated by von Neumann’s definition of the natural numbers (and more generally the ordinals). In developing axioms for set theory, Zermelo used the sets 0, {0}, {{0}}, {{{0}}}, {{{{0}}}}, and so on as the natural numbers. Here 0 is the empty set. Zermelo’s method works, but is not so elegant as von Neumann’s later proposal to consider each natural number as the set of all natural numbers that are less than it is, so that (again) 0 is the empty set, but also n + 1 = {0, 1, …, n}.

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The Point of Teaching Mathematics

This essay was provoked in part by a New York Times opinion piece by Andew Hacker (July 28, 2012) called “Is Algebra Necessary?” (the suggested answer being No):

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