- •Міністерство освіти і науки, молоді та спорту України
- •Unit 1 saying numbers
- •1. Oh, zero, love, nought, nil!
- •2. The decimal point
- •3. Per cent
- •4. Hundreds, thousands, and millions
- •5. Squares, cubes, and roots
- •6. Fractions
- •7. Numbers as adjectives
- •8. Review
- •Основні арифметичні вирази, формули, рівняння і правила їх читання н англійською мовою.
- •Text 1 higher mathematics
- •Vocabulary Notes
- •Text 2 complex numbers
- •Vocabulary Notes
- •Unit 2 text 1 mathematical logic
- •General Logic: The Predicate Calculus
- •Text 2 the logic of relations
- •1. Analyze and translate the following passages
- •2. Practice questions about the text
- •3. What's the English for:
- •4.Comment on the given translation. Practice back translation:
- •Scientific Formalization
- •Text 3 functions of real variables
- •Vocabulary Notes
- •Unit 3 text 1 real numbers
- •Text 2 structures
- •2. Give derivatives of the following verbs:
- •3. Ask questions to which the given sentences may be the answers
- •4. Translate the following sentences into English
- •5.Read the passages and comment on the use of tense forms. Find time indicators and try to reveal the logic of the tense-forms usage
- •6. Choose some complex sentences from the texts and illustrate structural analysis in terms of types of sentences, clauses, and predicate.
- •7. Read the text and write a summary, supplying it with a title
- •8. Practice questions and answers. Add your own questions
- •9. Read the text and write a summary with your critical comments The Arithmetization of Classical Mathematics
- •10. Paraphrase or give synonyms of the italicized words
- •11. Read the text and translate it into English in written form. Write its annotation and abstract in English. Reproduce them in class
- •Text 3 real numbers
- •Vocabulary Notes
- •Text 4 functions
- •In the first and last of these expressions X may range over the
- •Vocabulary notes
1. Analyze and translate the following passages
There would be no need to state logical principles if either there were no disagreements or only a small number of them (since in the latter case each could be considered individually). Conversely, the ability to elucidate logical principles presupposes agreement on some very simple arguments. Without this it is unlikely that communication would be possible at all.
Reductio ad absurdum argument against the existence of motion (Zeno's paradox) is most likely to have been inspired by the reductio ad impossible arguments of Pythagorean maths. At any rate, we know of no earlier use of this form of argument in philosophy.
Its importance is that once the reductio form is learned, it tends to breed discussion and dispute rather than disciples who faithfully accept and promulgate the master's teachings. The creation of a heritage of discussion proved to be the most important contribution of the pre-Socratic philosophers to our civilization; it is sure to be one of the greatest cultural achievements of all time.
The idea of an argument having a life of its own, the conclusions of which may be unexpected or unwanted by the formulator of the argument is unlikely to be new with Socrates. But it leads to the open quality of the Socratic dialogues, which in turn heightens interest because the outcome is unknown.
Set theory appeared to have been important for math logic in three ways. First, like non-Euclidean geometry, it provided a blow to the notion that our clear and distinct intuitions are criteria for truth. Second, set theory also provided the prototype of a diagonal argument which was to become an important method of math logic. Third, the discovery of logical contradictions within set theory led to new analyses of valid and invalid arguments, as well as new inquiry into the possibility of establishing safeguards to prevent their occurrence in other areas of maths.
We require a valid formula to be valid in every domain. We wish our logic to apply to a domain of discourse regardless of what the "facts" about that domain are.
The crucial idea which Godel was first to introduce (following a hint of Hilbert's) is that syntactical metamathematical statements can be interpreted arithmetically. This is done by associating some natural number with each symbol. This numbering of each symbol (now called Godel numbering) is analogous to Descartes' numbering of the x- and y-axis in the Cartesian plane; it is the basis for showing similarity of structure between two apparently different realms.
Math reality is always partly elusive and, therefore, continually fascinating. Had Hilbert's programme actually been carried out, maths would have become theoretically boring. Maths demands an intrinsic creativity in order to progressively define the reality to which it refers.
Since the same math axioms give rise to different sets of theorems making use of different sets of logical rules, it is necessary to be explicit. It is also historically unfortunate that Euclid did not make explicit his logic. For if the logic of, say, magnitudes being in the same ratio had been investigated, it is very probable that the inadequacy of both Aristotelian and Stoic logic would have been recognized.
Any effective finite method by which it can be determined whether or not an arbitrary formula of a formal system is a theorem is called a decision procedure. By effective finite method is meant the same thing that used to be called an algorithm. Any system for which there is a decision procedure is called decidable.