With wit and clarity, the authors progress from simple arithmetic to calculus and non-Euclidean geometry. Their subjects: geometry, plane and fancy; puzzles that made mathematical history; tantalizing paradoxes; more. Includes 169 figures.

This book treats eighteenth-century Italian philosopher Giambattista Vico’s theory of poetic logic for the first time as the originating force in mathematics, transforming instinctive counting and spatial perception into poetic (metaphorical) symbolism that dovetails with the origin of language. It looks at current work on mathematical cognition (from Lakoff and Núñez to Butterworth, Dehaene, and beyond), matching it against the poetic logic paradigm. In a sense, it continues from where Kasner and Newman left off, connecting contemporary research on the mathematical mind to the idea that the products of early mathematics were virtually identical to the first forms of poetic language. As such, this book informs the current research on mathematical cognition from a different angle, by looking back at a still relatively unknown philosopher within mathematics. The aim of this volume is to look broadly at what constitutes the mathematical mind through the Vichian lens of poetic logic. Vico was among the first to suggest that the essential nature of mind could be unraveled indirectly by reconstructing the sources of its “modifications” (his term for “creations”); that is, by examining the creation and function of symbols, words, and all the other uniquely human artifacts—including mathematics—the mind has allowed humans to establish “the world of civil society,” Vico’s term for culture and civilization. The book is of interest to cognitive scientists working on math cognition. It presents the theory of poetic logic as Vico articulated it in his book The New Science, examining its main premises and then applying it to an interpretation of the ongoing work in math cognition. It will also be of interest to the general public, since it presents a history of early mathematics through the lens of an idea that has borne fruit in understanding the origin of language and symbols more broadly.

This book offers an archeology of the undeveloped potential of mathematics for critical theory. As Max Horkheimer and Theodor W. Adorno first conceived of the critical project in the 1930s, critical theory steadfastly opposed the mathematization of thought. Mathematics flattened thought into a dangerous positivism that led reason to the barbarism of World War II. The Mathematical Imagination challenges this narrative, showing how for other German-Jewish thinkers, such as Gershom Scholem, Franz Rosenzweig, and Siegfried Kracauer, mathematics offered metaphors to negotiate the crises of modernity during the Weimar Republic. Influential theories of poetry, messianism, and cultural critique, Handelman shows, borrowed from the philosophy of mathematics, infinitesimal calculus, and geometry in order to refashion cultural and aesthetic discourse. Drawn to the austerity and muteness of mathematics, these friends and forerunners of the Frankfurt School found in mathematical approaches to negativity strategies to capture the marginalized experiences and perspectives of Jews in Germany. Their vocabulary, in which theory could be both mathematical and critical, is missing from the intellectual history of critical theory, whether in the work of second generation critical theorists such as Jürgen Habermas or in contemporary critiques of technology. The Mathematical Imagination shows how Scholem, Rosenzweig, and Kracauer’s engagement with mathematics uncovers a more capacious vision of the critical project, one with tools that can help us intervene in our digital and increasingly mathematical present. The Mathematical Imagination is available from the publisher on an open-access basis.

This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

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How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning. Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mathematical reasoning. It represents a move away from the traditional notion of reasoning as "abstract" and "disembodied", to the contemporary view that it is "embodied" and "imaginative." From this perspective, mathematical reasoning involves reasoning with structures that emerge from our bodily experiences as we interact with the environment; these structures extend beyond finitary propositional representations. Mathematical reasoning is imaginative in the sense that it utilizes a number of powerful, illuminating devices that structure these concrete experiences and transform them into models for abstract thought. These "thinking tools"--analogy, metaphor, metonymy, and imagery--play an important role in mathematical reasoning, as the chapters in this book demonstrate, yet their potential for enhancing learning in the domain has received little recognition. This book is an attempt to fill this void. Drawing upon backgrounds in mathematics education, educational psychology, philosophy, linguistics, and cognitive science, the chapter authors provide a rich and comprehensive analysis of mathematical reasoning. New and exciting perspectives are presented on the nature of mathematics (e.g., "mind-based mathematics"), on the array of powerful cognitive tools for reasoning (e.g., "analogy and metaphor"), and on the different ways these tools can facilitate mathematical reasoning. Examples are drawn from the reasoning of the preschool child to that of the adult learner.

From the Preface: This book is addressed to all who are curious about the nature of mathematics and its role in society. It is neither a text book nor a specialists' book. It consists of a number of loosely linked essays that may be read independently and for which I have tried to provide a leitmotif by throwing light on the relationship between mathematics and common sense. In these essays I hope to foster a critical attitude towards both the existence of common sense in mathematics and the ambiguous role that it can play.