Modal Functional (Dialectica) Interpretation

We adapt our light Dialectica interpretation to usual and light modal formulas (with universal quantification on boolean and natural variables) and prove it sound for a non-standard modal arithmetic based on Goedel's T and classical S4. The range of this light modal Dialectica is the usual (non-modal) classical Arithmetic in all finite types (with booleans); the propositional kernel of its domain is Boolean and not S4. The `heavy' modal Dialectica interpretation is a new technique, as it cannot be simulated within our previous light Dialectica. The synthesized functionals are at least as good as before, while the translation process is improved. Through our modal Dialectica, the existence of a realizer for the defining axiom of classical S5 reduces to the Drinking Principle (cf. Smullyan)

The art and architecture of mathematics education: a study in metaphors

This chapter presents the summary of a talk given at the Eighth European Summer University, held in Oslo in 2018. It attempts to show how art, literature, and history, can paint images of mathematics that are not only useful but relevant to learners as they can support their personal development as well as their appreciation of mathematics as a discipline. To achieve this goal, several metaphors about and of mathematics are explored

Aspects of the constructive omega rule within automated deduction

In general, cut elimination holds for arithmetical systems with the w -rule, but not for systems with ordinary induction. Hence in the latter, there is the problem of generalisation, since arbitrary formulae can be cut in. This makes automatic theorem -proving very difficult. An important technique for investigating derivability in formal systems of arithmetic has been to embed such systems into semi- formal systems with the w -rule. This thesis describes the implementation of such a system. Moreover, an important application is presented in the form of a new method of generalisation by means of "guiding proofs" in the stronger system, which sometimes succeeds in producing proofs in the original system when other methods fail

Light Dialectica program extraction from a classical Fibonacci proof

We demonstrate program extraction by the Light Dialectica Interpretation (LDI) on a minimal logic proof of the classical existence of Fibonacci numbers. This semi-classical proof is available in MinLog’s library of examples. The term of Gödel’s T extracted by the LDI is, after strong normalization, exactly the usual recursive algorithm which defines the Fibonacci numbers (in pairs). This outcome of the Light Dialectica meta-algorithm is much better than the T-program extracted by means of the pure Gödel Dialectica Interpretation. It is also strictly less complex than the result obtained by means of the refined A-translation technique of Berger, Buchholz and Schwichtenberg on an artificially distorted variant of the input proof, but otherwise it is identical with the term yielded by Berger’s Kripke-style refined A-translation. Although syntactically different, it also has the same computational complexity as the original program yielded by the refined A-translation from the undistorted input classical Fibonacci proof

Critical Thinking Skills Profile of High School Students In Learning Science-Physics

This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes

Similarity space theories and the problem of concept acquisition.

232 p.Uno de los principales problemas a los que se enfrenta el empirismo es el de explicar cómo se adquieren los elementos más básicos de los conceptos, sin recurrir para ello a elementos innatos preexistentes. El propósito de esta tesis es mostrar que los mejores argumentos nativistas en contra de la posibilidad de aprender conceptos (primitivos) dependen de la asunción de que los constituyentes de los conceptos deben estar disponibles de antemano, como entrada de los procesos de adquisición. No obstante, mostraré que nada obliga a aceptar esa asunción (de precedencia). De hecho, presentaré un modelo en donde los elementos constitutivos de un concepto resultan del mismo proceso de aprendizaje en virtud del cual ese concepto se adquiere. Mi propuesta está basada en una teoría de espacios de similaridad articulada mediante prototipos. Además pruebo: (A) que dos nociones distintas de concepto deben distinguirse en este tipo de aproximación, a saber, conceptos como almacenamiento y conceptos como instanciación; y (B) que una propuesta como ésta reúne virtudes tanto del ámbito invariantista como del contextualista. Argumento también que, si los conceptos son dependientes del contexto ¿según sostiene el contextualismo¿, entonces los conceptos instanciados carecen de persistencia mínima y, por ello, no pueden ser una representación de sus categorías asociadas