Dependent Types for Pragmatics

This paper proposes the use of dependent types for pragmatic phenomena such as pronoun binding and presupposition resolution as a type-theoretic alternative to formalisms such as Discourse Representation Theory and Dynamic Semantics.Comment: This version updates the paper for publication in LEU

Realizing Continuity Using Stateful Computations

The principle of continuity is a seminal property that holds for a number of intuitionistic theories such as System T. Roughly speaking, it states that functions on real numbers only need approximations of these numbers to compute. Generally, continuity principles have been justified using semantical arguments, but it is known that the modulus of continuity of functions can be computed using effectful computations such as exceptions or reference cells. This paper presents a class of intuitionistic theories that features stateful computations, such as reference cells, and shows that these theories can be extended with continuity axioms. The modulus of continuity of the functionals on the Baire space is directly computed using the stateful computations enabled in the theory

Open Bar - a Brouwerian Intuitionistic Logic with a Pinch of Excluded Middle

One of the differences between Brouwerian intuitionistic logic and classical logic is their treatment of time. In classical logic truth is atemporal, whereas in intuitionistic logic it is time-relative. Thus, in intuitionistic logic it is possible to acquire new knowledge as time progresses, whereas the classical Law of Excluded Middle (LEM) is essentially flattening the notion of time stating that it is possible to decide whether or not some knowledge will ever be acquired. This paper demonstrates that, nonetheless, the two approaches are not necessarily incompatible by introducing an intuitionistic type theory along with a Beth-like model for it that provide some middle ground. On one hand they incorporate a notion of progressing time and include evolving mathematical entities in the form of choice sequences, and on the other hand they are consistent with a variant of the classical LEM. Accordingly, this new type theory provides the basis for a more classically inclined Brouwerian intuitionistic type theory

Inductive Continuity via Brouwer Trees

Continuity is a key principle of intuitionistic logic that is generally accepted by constructivists but is inconsistent with classical logic. Most commonly, continuity states that a function from the Baire space to numbers, only needs approximations of the points in the Baire space to compute. More recently, another formulation of the continuity principle was put forward. It states that for any function F from the Baire space to numbers, there exists a (dialogue) tree that contains the values of F at its leaves and such that the modulus of F at each point of the Baire space is given by the length of the corresponding branch in the tree. In this paper we provide the first internalization of this "inductive" continuity principle within a computational setting. Concretely, we present a class of intuitionistic theories that validate this formulation of continuity thanks to computations that construct such dialogue trees internally to the theories using effectful computations. We further demonstrate that this inductive continuity principle implies other forms of continuity principles

Philosophy of mathematics education

PHILOSOPHY OF MATHEMATICS EDUCATION\ud This thesis supports the view that mathematics teachers should be aware of differing views of the nature of mathematics and of a range of teaching perspectives. The first part of the thesis discusses differing ways in which the subject 'mathematics' can be identified, by relying on existing philosophy of mathematics. The thesis describes three traditionally recognised philosophies of mathematics: logicism, formalism and intuitionism. A fourth philosophy is constructed, the hypothetical, bringing together the ideas of Peirce and of Lakatos, in particular. The second part of the thesis introduces differing ways of teaching mathematics, and identifies the logical and sometimes contingent connections that exist between the philosophies of mathematics discussed in part 1, and the philosophies of mathematics teaching that arise in part 2. Four teaching perspectives are outlined: the teaching of mathematics as aestheticallyorientated, the teaching of mathematics as a game, the teaching of mathematics as a member of the natural sciences, and the teaching of mathematics as technology-orientated. It is argued that a possible fifth perspective, the teaching of mathematics as a language, is not a distinctive approach. A further approach, the Inter-disciplinary perspective, is recognised as a valid alternative within previously identified philosophical constraints. Thus parts 1 and 2 clarify the range of interpretations found in both the philosophy of mathematics and of mathematics teaching and show that they present realistic choices for the mathematics teacher. The foundations are thereby laid for the arguments generated in part 3, that any mathematics teacher ought to appreciate the full range of teaching 4 perspectives which may be chosen and how these link to views of the nature of mathematics. This would hopefully reverse 'the trend at the moment... towards excessively narrow interpretation of the subject' as reported by Her Majesty's Inspectorate (Aspects of Secondary Education in England, 7.6.20, H. M. S. O., 1979). While the thesis does not contain infallible prescriptions it is concluded that the technology-orientated perspective supported by the hypothetical philosophy of mathematics facilitates the aims of those educators who show concern for the recognition of mathematics in the curriculum, both for its intrinsic and extrinsic value. But the main thrust of the thesis is that the training of future mathematics educators must include opportunities for gaining awareness of the diversity of teaching perspectives and the influence on them of philosophies of mathematics