### Resumé

Originalsprog | Engelsk |
---|---|

Titel | The Nature and Development of Mathematics : Cross Disciplinary Perspectives on Cognition, Learning and Culture |

Redaktører | John W. Adams, Patrick Barmby, Alex Mesoudi |

Udgivelses sted | London & New York |

Forlag | Routledge |

Publikationsdato | 2017 |

Sider | 179-196 |

Kapitel | 4.2 |

ISBN (Trykt) | 978-1-138-12441-7 |

ISBN (Elektronisk) | 9781315648163 |

Status | Udgivet - 2017 |

Begivenhed | Emergent mathematics workshop - Durham University, Stockton on Tees, Storbritannien Varighed: 16 mar. 2015 → 16 mar. 2015 |

### Workshop

Workshop | Emergent mathematics workshop |
---|---|

Lokation | Durham University |

Land | Storbritannien |

By | Stockton on Tees |

Periode | 16/03/2015 → 16/03/2015 |

### Citer dette

*The Nature and Development of Mathematics: Cross Disciplinary Perspectives on Cognition, Learning and Culture*(s. 179-196). London & New York: Routledge.

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*The Nature and Development of Mathematics: Cross Disciplinary Perspectives on Cognition, Learning and Culture.*Routledge, London & New York, s. 179-196, Emergent mathematics workshop, Stockton on Tees, Storbritannien, 16/03/2015.

**What is mathematics? Perspectives inspired by anthropology.** / Høyrup, Jens.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

TY - GEN

T1 - What is mathematics?

T2 - Perspectives inspired by anthropology

AU - Høyrup, Jens

PY - 2017

Y1 - 2017

N2 - The paper discusses the question “What is mathematics?” from a point of view inspired by anthropology. In this perspective, the character of mathematical thinking and argument is strongly affected - almost essentially determined, indeed - by the dynamics of the specific social, mostly professional environments by which it is carried. Environments where future practitioners are taught as apprentices produce an approach different from that resulting from teaching in a school - the latter inviting to intra-mathematical explanation in a way the former does not. Moreover, once the interaction with the early classical Greek philosophical quest for causes and general explanations had caused mathematical explanation to become an autonomous endeavour in the shape of explicit proof and deductivity, proof and deductivity presented themselves as options - sometimes exploited, sometimes not - even in the teaching of mathematics for practitioners.

AB - The paper discusses the question “What is mathematics?” from a point of view inspired by anthropology. In this perspective, the character of mathematical thinking and argument is strongly affected - almost essentially determined, indeed - by the dynamics of the specific social, mostly professional environments by which it is carried. Environments where future practitioners are taught as apprentices produce an approach different from that resulting from teaching in a school - the latter inviting to intra-mathematical explanation in a way the former does not. Moreover, once the interaction with the early classical Greek philosophical quest for causes and general explanations had caused mathematical explanation to become an autonomous endeavour in the shape of explicit proof and deductivity, proof and deductivity presented themselves as options - sometimes exploited, sometimes not - even in the teaching of mathematics for practitioners.

M3 - Article in proceedings

SN - 978-1-138-12441-7

SP - 179

EP - 196

BT - The Nature and Development of Mathematics

A2 - Adams, John W.

A2 - Barmby, Patrick

A2 - Mesoudi, Alex

PB - Routledge

CY - London & New York

ER -