Mind in mathematics

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This volume compiles significant essays from mathematicians, cognitive scientists, neuroscientists, semioticians, and educators, exploring the nature of mathematical thought and its relationship with language and other codes. It delves into topics such as analogy, metaphor, and inferential (abductive) thinking, analyzed through various interdisciplinary perspectives. The aim is to create a “hermeneutic” field of study in mathematical cognition, seeking to understand how mathematics intersects with other human faculties. The introduction sets the stage for studying mathematical cognition and method using interdisciplinary tools. Subsequent essays cover a wide range of themes, including the origins of mathematics curriculum, the connections between knot logic and topology, and the role of rhythm in mathematical thinking. Neuroscientific insights into mathematical cognition and the impact of digital technologies are also discussed. Other contributions examine the logic of abstraction, evidence-based approaches to address achievement gaps, and the influence of teacher math anxiety on teaching practices. Additionally, the collection addresses student discourse in modern classrooms and the methods of proof from a textual perspective. This comprehensive exploration highlights the interplay between mathematics and various cognitive processes, emphasizing the importance of context and interpretation in understanding mathematical co