What aspects of student language use do not comport with mathematical logic?
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Joao Marcos
Jul 13, 2025, 10:55:58 PMJul 13
to Lista acadêmica brasileira dos profissionais e estudantes da área de LOGICA
Seguem abaixo os detalhes de mais uma palestra online que está sendo
organizada pela Commission on Logic Education
(https://dlmps.org/pages/commissions.php) da DLMPS.
%%%
Speaker: Paul Christian Dawkins, Professor of Mathematics, Texas State
University
Title: What aspects of student language use do not comport with
mathematical logic?
Date: August 11, 2025, Monday
Time: 0800 hours (Dallas) 1000 (Brasilia) 1500 (Paris) 1830
(Bangalore) 2100 (Beijing)
URL: https://cmi-ac-in.zoom.us/j/83042980483?pwd=8qXaJ6WqzLVEROZD1HrZ3b6aFhwyao.1
Meeting ID: 830 4298 0483
Passcode: 546866
%%%
[]s, João Marcos
--
https://sites.google.com/site/sequiturquodlibet/
organizada pela Commission on Logic Education
(https://dlmps.org/pages/commissions.php) da DLMPS.
%%%
Speaker: Paul Christian Dawkins, Professor of Mathematics, Texas State
University
Title: What aspects of student language use do not comport with
mathematical logic?
Date: August 11, 2025, Monday
Time: 0800 hours (Dallas) 1000 (Brasilia) 1500 (Paris) 1830
(Bangalore) 2100 (Beijing)
URL: https://cmi-ac-in.zoom.us/j/83042980483?pwd=8qXaJ6WqzLVEROZD1HrZ3b6aFhwyao.1
Meeting ID: 830 4298 0483
Passcode: 546866
%%%
[]s, João Marcos
--
https://sites.google.com/site/sequiturquodlibet/
Joao Marcos
Aug 9, 2025, 10:44:55 AMAug 9
to Lista acadêmica brasileira dos profissionais e estudantes da área de LOGICA
Mais detalhes da palestra, organizada pela Commission on Logic
Education da DLMPS, que ocorrerá nesta 2a-feira.
https://resources.illc.uva.nl/Commission-on-Logic-Education/news-events/
zoom link:
Time: 0800 hours (Dallas)
1000 (Brasilia) 1500 (Paris)
1830 (Bangalore) 2100 (Beijing)
Abstract:
Based on over a decade of experiments working to support students in
reflecting on their use of mathematical language to help them reinvent
some basic logical structures, I have gained some insights about
university students’ untrained interpretations of mathematical
language.
Combining these empirical findings with insights from psychology,
pragmatics, and linguistics, I have come to appreciate the coherence
and rationality of students’ language use even when it proves
incompatible with logical structure.
In this talk, I will share some stories of student thinking that have
given me some helpful insight into how their language use differed in
important ways from mathematical language use. Hopefully, these
contrasts will help instructors and researchers understand the
challenges that logic instruction must overcome to support students in
formalizing and systematizing their reasoning about mathematical
language.
Education da DLMPS, que ocorrerá nesta 2a-feira.
https://resources.illc.uva.nl/Commission-on-Logic-Education/news-events/
zoom link:
URL: https://cmi-ac-in.zoom.us/j/83042980483?pwd=8qXaJ6WqzLVEROZD1HrZ3b6aFhwyao.1
Meeting ID: 830 4298 0483
Passcode: 546866
Meeting ID: 830 4298 0483
Passcode: 546866
"What aspects of student language use do not comport with mathematical logic?"
Speaker: Paul Christian Dawkins,
Professor of Mathematics,
Texas State University
Date: August 11, 2025
Professor of Mathematics,
Texas State University
Time: 0800 hours (Dallas)
1000 (Brasilia) 1500 (Paris)
1830 (Bangalore) 2100 (Beijing)
Based on over a decade of experiments working to support students in
reflecting on their use of mathematical language to help them reinvent
some basic logical structures, I have gained some insights about
university students’ untrained interpretations of mathematical
language.
Combining these empirical findings with insights from psychology,
pragmatics, and linguistics, I have come to appreciate the coherence
and rationality of students’ language use even when it proves
incompatible with logical structure.
In this talk, I will share some stories of student thinking that have
given me some helpful insight into how their language use differed in
important ways from mathematical language use. Hopefully, these
contrasts will help instructors and researchers understand the
challenges that logic instruction must overcome to support students in
formalizing and systematizing their reasoning about mathematical
language.
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