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Area of Knowledge - Mathematics

This document provides examples of knowledge questions within the scope of mathematics as an area of knowledge. It explores questions about the importance and scope of mathematics, perspectives on mathematical truths and progress, methods and tools used in mathematics like reasoning and proof, and ethical issues related to mathematical knowledge and applications. The questions cover topics like the relationship between mathematics and other fields, the role of individuals and culture, objectivity in mathematics, and the responsibilities of mathematicians.

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p.s.kurukuri
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26 views

Area of Knowledge - Mathematics

This document provides examples of knowledge questions within the scope of mathematics as an area of knowledge. It explores questions about the importance and scope of mathematics, perspectives on mathematical truths and progress, methods and tools used in mathematics like reasoning and proof, and ethical issues related to mathematical knowledge and applications. The questions cover topics like the relationship between mathematics and other fields, the role of individuals and culture, objectivity in mathematics, and the responsibilities of mathematicians.

Uploaded by

p.s.kurukuri
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Area of Knowledge- Mathematics

Examples of Knowledge Questions

Scope
• Why is mathematics so important in other areas of knowledge, particularly the natural sciences?
• How have technological innovations, such as developments in computing, affected the scope and nature of
mathematics as an area of knowledge?
• Is absolute certainty attainable in mathematics?
• Is there a distinction between truth and certainty in mathematics?
• Should mathematics be defined as a language?
• Is mathematics better defined by its subject matter or its method?
• Does mathematics only yield knowledge about the real world when it is combined with other areas of
knowledge?
• Is there a hierarchy of areas of knowledge in terms of their usefulness in solving problems?

Perspectives
• What is it about mathematics that enables mathematical results to remain unchanged over time?
• How significant have notable individuals been in shaping the nature and development of mathematics as an
area of knowledge?
• What is the role of the mathematical community in determining the validity of a mathematical proof?
• Is mathematical knowledge embedded in particular cultures or traditions?
• Does personal experience play any role in the formation of claims in mathematics?
• Is progress harder to make in mathematics than in other areas of knowledge?
• If mathematics is created by humans, is it still possible to accept mathematical truths as objective facts about
the world?
• Are all of the areas of knowledge in the TOK course themselves embedded in a particular tradition or bound
to a particular culture?

Methods and tools


• Is mathematical reasoning different from scientific reasoning or reasoning in other areas of knowledge?
• What is meant by the term “proof” in mathematics, and how is this similar to, or different from what is meant
by this term in other areas of knowledge?
• How do mathematicians reconcile the fact that some conclusions seem to conflict with our intuitions?
• What does it mean to say that mathematics is an axiomatic system?
• How is an axiomatic system of knowledge different from, or similar to, other systems of knowledge?
• Do mathematical symbols have meaning in the same way that words have meaning? Is personal experience
more important or less important in mathematics compared to other areas of knowledge?

Ethics
• If mathematical knowledge is highly valued, does this place special ethical responsibilities on mathematicians
when they are making claims?
• On what criteria could we decide whether mathematicians should be held responsible for unethical
applications of their work?
• How are unethical practices, such as “data dredging”, used by statisticians to deliberately manipulate and
mislead people?
• Is it ethically justifiable for academic mathematicians to spend time doing research that does not have
immediate useful applications?
• Do mathematical judgments and ethical judgments face similar challenges in terms of the evidence available
to support them?
• Are mathematicians the people best placed to create codes of ethics for professional mathematicians?

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