The language of mathematics. Telling mathematical tales (Q2473381): Difference between revisions

This book is based on the fundamental ideas that ``mathematics is created by communicating'' and ``mathematics and language develop together'' (p. 173). In its first part the book discusses the differences that occur between English and some indigeneous languages, like Maori, Tahitean, or Navajo, with regard to numbers and spatial relations. It turns out, for example, that ways of locating in other languages are by far ``less egocentric'' compared with English. From this experience Barton derives a ``double-angle-geometry'' in which geometric objects are described by two angles with reference to a pair of origins. Whereas numbers in English have a specific grammatical category, and are used, depending on the context, as adjectives or as nouns, in other languages they are exclusively either verbal or nominal or adjectival in their grammar. Altogether, the ``congruence'' between mathematics, as we know it as a scientific discipline, and everyday use of language is far more developed in English (or Indo-European languages) than in other languages. Barton's conclusion is that different ``mathematical worlds'' could exist. Part II of the book deals with some theoretical approaches to the idea of mathematics as a human creation. Among other topics, one finds a comprehensive reference to Devlin's approach [\textit{K. Devlin}, The math gene: how mathematical thinking evolved and why numbers are like gossip (London, Phoenix) (2001; Zbl 0955.03007)], which Barton (p. 68) summarizes in the words ``mathematics is generated in each of us through our ability to gossip.'' According to Barton (p. 78) the development of the system of mathematics through communication is due to choices of features ``that are important socially and culturally.'' The Weierstrassian approach to analysis, which finally prevailed over the use of infinitely large and small quantities, is given as an example for this kind of choosing. Concerning the ``origin'' of mathematics Barton first refers to Lakoff's idea of metaphors [\textit{G. Lakoff} and \textit{R. E. Núñez}, Where Mathematics Comes From. How the Embodied Mind Brings Mathematics into Being (New York: Basic Books) (2000; Zbl 0987.00003)]. The Container Metaphor, for example, means that notions are created by putting certain things in a class (the ``container'') and omitting others. Again, communication is decisive for the metaphor processes. The development of mathematics is seen as a braid whose strands correspond to alternative choices, rather than as a single stream. The impression of universality within mathematics is due to communication between the different strands or ``mathematical worlds''. For a more detailed description of these different mathematical worlds Barton refers to Shanker's interpretation of Wittgenstein's idea of mathematics as a system of normative rules [\textit{S. G. Shanker}, Wittgenstein and the turning-point in the philosophy of mathematics. Albany, N.Y.: State University of New York Press (1987; Zbl 0648.00017)]. Numerous examples of mathematical aspects of everyday life and historical hints complement the author's theoretical arguments. Dwelling on the diversity within mathematics Barton, in part III, comes to some -- concisely expounded -- conclusions for mathematics education. He argues for enlarged and more diversified communication in the classroom, and he stresses the additional oportunities which arise from multilingual instruction.