Sixteen original essays exploring recent developments in the philosophy of mathematics, written in a way mathematicians will understand.

*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* One of the most significant tasks facing mathematics educators is to understand the role of mathematical reasoning and proving in mathematics teaching, so that its presence in instruction can be enhanced. This challenge has been given even greater importance by the assignment to proof of a more prominent place in the mathematics curriculum at all levels. Along with this renewed emphasis, there has been an upsurge in research on the teaching and learning of proof at all grade levels, leading to a re-examination of the role of proof in the curriculum and of its relation to other forms of explanation, illustration and justification. This book, resulting from the 19th ICMI Study, brings together a variety of viewpoints on issues such as: The potential role of reasoning and proof in deepening mathematical understanding in the classroom as it does in mathematical practice. The developmental nature of mathematical reasoning and proof in teaching and learning from the earliest grades. The development of suitable curriculum materials and teacher education programs to support the teaching of proof and proving. The book considers proof and proving as complex but foundational in mathematics. Through the systematic examination of recent research this volume offers new ideas aimed at enhancing the place of proof and proving in our classrooms.

This book identifies the pitfalls of applying precautionary strategies to high-stakes risks that have already become entrenched. Precaution must be applied on a precautionary basis, considering alternative paths to progress that maintain natural risk levels. This requires a radical rethinking of the way we define and achieve progress.

This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe.

The first comprehensive account of the concept and practices of deduction covering philosophy, history, cognition and mathematical practice.

Alan Turing was an inspirational figure who is now recognised as a genius of modern mathematics. In addition to leading the Allied forces' code-breaking effort at Bletchley Park in World War II, he proposed the theoretical foundations of modern computing and anticipated developments in areas from information theory to computer chess. His ideas have been extraordinarily influential in modern mathematics and this book traces such developments by bringing together essays by leading experts in logic, artificial intelligence, computability theory and related areas. Together, they give insight into this fascinating man, the development of modern logic, and the history of ideas. The articles within cover a diverse selection of topics, such as the development of formal proof, differing views on the Church–Turing thesis, the development of combinatorial group theory, and Turing's work on randomness which foresaw the ideas of algorithmic randomness that would emerge many years later.