Recently, the focus of inquiries intop mathematical cogniti on is shifting towards the process of mathematical activity: what is it to have mathematical ability , and how do we acquire the knowledge how to do ma thematics? These questions are informed by the var ious E-approaches to cognition (Extended, Embodied , Embedded, Enactive, Enculturated cognition): our bodies, our technology, our environment - both of fline and online - our practices, our culture, our education, and our interactional history might al l have some role to play in our mathematical abili ty and the development thereof. How mathematical c ognition is shaped by these factors is a broad que stion that warrants an interdisciplinary approach.
\nFor this conference, we in
vite scholars from various fields, including but n
ot limited to philosophy, logic, AI, cognitive (ne
uro)science, and education studies, to submit prop
osals for short talks on the following questions:<
br>\n - What is it to do mathematics; what is it
to have a mathematical ability; what is mathematic
al know-how?
\n - How do children learn mathem
atics; how do they acquire mathematical know-how?<
br>\n - How can we capture, in a logical formalis
m, the ability to do mathematics?
\n - What ro
le does our body play in our mathematical ability
and the development thereof?
\n - How can we i
mprove the methods by which embodied and embedded
mathematical know-how is acquired, and can we desi
gn (digital) tools for this purpose?
\n - How
can interaction with digital tools improve mathema
tical abilities?