Help (new window)

Basic

Advanced

Topics

Publications

My Research
0 marked items

Interface language:

اللغة العربية

Deutsch

English

Español

Français

中文( 繁體 )‎

中文( 简体 )‎

한국어

Bahasa Indonesia

Italiano

Magyar

日本語

Norsk

Polski

Português

Русский

ภาษาไทย

Türkçe

Databases selected:  Multiple databases...

Document View

Print  |  Email  |  Copy link  |  Cite this  |  Mark Document

This document is not available for translation.

This graduate work is not available for purchase.

Matematik och bildning: Berattelse, grans, tystnad

by Mouwitz, Lars, Ph.D., Kungliga Tekniska Hogskolan (Sweden), 2006 , 298 pages; AAT C825859

Abstract (Summary)

Mathemathics and Liberal Education---narrative, limit, tacitness is a study of mathematics as a special human endeavour to grasp and understand the world. Mathematics is seen as a cultural activity related to other cultural phenomena as music, art and literature, but also as a very efficient modelling tool for science, economy and social organisation.

The concept of Bildung includes many aspects, but one of the most significant is to handle the double perspective of including both connections and limitations between different kinds of human understanding, in this case with mathematics in focus.

To explore this double perspective the study has its focus mainly on the mathematical language. A language has a special territory of objects, structures and relations possible to name and handle. Therefore it will also define a certain kind of tacitness, an area not expressible in that very language. A typical example is the notation of a chess game. The mathematical language with its very specified vocabulary certainly also has a somewhat similar kind of tacitness.

The research question is to identify and discuss aspects of human activities, which reasonably should be called "mathematical", that the mathematics language could not articulate. The purpose is to show the necessity of a manifoldness of understanding, also in mathematical activities.

Focus is on pure mathematics and mathematical modelling as two kinds of successful mathematical narratives with great scientific and societal impact. The study is on a meta-mathematical level with origin and base in the Department of Skill and Technology at the Royal Institute of Technology, and the empirical material is gathered mostly at three Dialogue Seminars at the Royal Dramatic Theatre, Stockholm. The approach is broad, including humanistic, philosophical and artistic perspectives. Skilled representatives from other fields than mathematics have in many cases contributed, in rich analogical and metaphorical dialogues, to qualify the research question.

Indexing (document details)

Alternate Language Title: | Mathematics and liberal education: Narrative, limit, tacitness
School: | Kungliga Tekniska Hogskolan (Sweden)
School Location: | Sweden
Keyword(s): | Mathematics, Liberal education, Narrative, Tacitness
Source: | DAI-C 67/04, p. 1007, Winter 2006
Source type: | Dissertation
Subjects: | Mathematics education, Philosophy
Publication Number: | AAT C825859
ISBN: | 9789171783677
Document URL: |
ProQuest document ID: | 1220048621

Print  |  Email  |  Copy link  |  Cite this  |  Mark Document | Publisher Information
^ Back to Top | |

Copyright © 2010 ProQuest LLC. All rights reserved. Terms and Conditions

Text-only interface