TheInternationalConferenceonMathematicalKnowledgeManagementhasnow reached its third edition, creating and establishing an original and stimulating scienti?ccommunitytransversaltomanydi?erent?eldsandresearchtopics. The broad goal of MKM is the exploration of innovative, semantically enriched, d- ital encodings of mathematical information, and the study of new services and tools exploiting the machine-understandable nature of the information. MKM is naturally located in the border area between digital libraries and the mec- nization of mathematics, devoting a particular interest to the new developments in information technology, and fostering their application to the realm of ma- ematical information. The conference is meant to be a forum for presenting, discussing and comparing new tools and systems, standardization e?orts, cri- calsurveys,largeexperiments,andcasestudies. Atpresent,wearestillgettingto knoweachother,tounderstandtheworkdonebyotherpeople,andthepotenti- ities o?ered by their work to our own research activity. However, the conference is rapidly acquiring scienti?c strength and academic interest, attracting more and more people and research groups, and o?ering a challenging alternative to older, more conservative conferences. July 2004 Andrea Asperti Grzegorz Bancerek Andrzej Trybulec Organization MKM 2004 was organized by the Institute of Computer Science, University of Bia lystokinco-operationwiththeFacultyofComputerScience,Bia lystokTe- nical University and the Association of Mizar Users. Program Committee Andrzej Trybulec (Chair) University of Bia lystok, Poland Andrew A. Adams University of Reading, UK Andrea Asperti University of Bologna, Italy Bruno Buchberger RISC Linz, Austria Roy McCasland University of Edinburgh, UK James Davenport University of Bath, UK William M.
TheInternationalConferenceonMathematicalKnowledgeManagementhasnow reached its third edition, creating and establishing an original and stimulating scienti?ccommunitytransversaltomanydi?erent?eldsandresearchtopics. The broad goal of MKM is the exploration of innovative, semantically enriched, d- ital encodings of mathematical information, and the study of new services and tools exploiting the machine-understandable nature of the information. MKM is naturally located in the border area between digital libraries and the mec- nization of mathematics, devoting a particular interest to the new developments in information technology, and fostering their application to the realm of ma- ematical information. The conference is meant to be a forum for presenting, discussing and comparing new tools and systems, standardization e?orts, cri- calsurveys,largeexperiments,andcasestudies. Atpresent,wearestillgettingto knoweachother,tounderstandtheworkdonebyotherpeople,andthepotenti- ities o?ered by their work to our own research activity. However, the conference is rapidly acquiring scienti?c strength and academic interest, attracting more and more people and research groups, and o?ering a challenging alternative to older, more conservative conferences. July 2004 Andrea Asperti Grzegorz Bancerek Andrzej Trybulec Organization MKM 2004 was organized by the Institute of Computer Science, University of Bia lystokinco-operationwiththeFacultyofComputerScience,Bia lystokTe- nical University and the Association of Mizar Users. Program Committee Andrzej Trybulec (Chair) University of Bia lystok, Poland Andrew A. Adams University of Reading, UK Andrea Asperti University of Bologna, Italy Bruno Buchberger RISC Linz, Austria Roy McCasland University of Edinburgh, UK James Davenport University of Bath, UK William M.
What is the nature of mathematical knowledge? Is it anything like scientific knowledge or is it sui generis? How do we acquire it? Should we believe what mathematicians themselves tell us about it?...
These questions arise from any attempt to discover an epistemology for mathematics. This collection of essays considers various questions concerning the nature of justification in mathematics and...
The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that...
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