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 CM:FP 2023
Conference is supported by
Ministry of Science,
Technological Development
and Innovation
of the Republic of Serbia

CONSTRUCTIVE MATHEMATICS:
FOUNDATION AND PRACTICE
-Second edition-

June 26-30 2023

Abstract booklet

“Mathematics is that portion of our intellectual activity which transcends our biology and our
environment.
[The mathematician] does not believe that mathematics consists in drawing brilliant conclusions
from arbitrary axioms, of juggling concepts devoid of pragmatic content, or playing a meaningless
game.” Errett Bishop

camfmen.masfak.ni.ac.rs
www. ields.utoronto.ca/generalinfo/Fields-Cognitive-Science-Network
www.cipma.net
 CM:FP 2023
Constructive Mathematics: Foundation and Practice
Organized by

University of Niš, Serbia

Faculty of Mechanical Engineering
Center for Applied Mathematics, CAM-FMEN

Cognitive Science Network,

Fields Institute for Research in Mathematical Sciences
University of Toronto, Canada

University of Abomey-Calavi, Benin

International Chair in Mathematical Physics and Applications (ICMPA-UNESCO Chair)

Supported by

Ministry of Science, Technological Development and Innovation

Republic of Serbia

Held as an hybrid meeting hosted by

the Faculty of Mechanical Engineering,
University of Niš, Serbia, June 26-30, 2023
Publication:
Abstract booklet of the International Scientific Conference
Constructive Mathematics: Foundation and Practice, CM:FP 2023

Edition:
CONSTRUCTIVE MATHEMATICS as a BRIDGE BETWEEN CLASSICAL MATHEMATICS,
MATHEMATICAL EDUCATION, PHILOSOPHY OF MATHEMATICS and COMPUTER SCIENCES - AN
APPEALING INTELECTUAL UNIFICATION

Publisher:
Faculty of Mechanical Engineering, Niš
Prof. Dr Goran Janevski, Dean

Editors:
Melanija Mitrović, University of Niš, Serbia
Mahouton Norbert Hounkonnou, University of Abomey-Calavi, Benin
Dragana Martinovic, University of Windsor, Canada
Marsel Danesi, University of Toronto, Canada

Number of copies:
50

Printing:
Grafika Galeb, Niš

Year of Publication: 2023

 The conference series

CONSTRUCTIVE MATHEMATICS
as a BRIDGE BETWEEN CLASSICAL MATHEMATICS, MATHEMATICAL EDUCATION,
PHILOSOPHY OF MATHEMATICS and COMPUTER SCIENCES
- AN APPEALING INTELECTUAL UNIFICATION

Second edition

“Mathematics is that portion of our intellectual activity which transcends our biology and our
environment.
[The mathematician] does not believe that mathematics consists in drawing brilliant conclusions
from arbitrary axioms, of juggling concepts devoid of pragmatic content, or playing a meaningless
game.” - Errett Bishop

CONSTRUCTIVE MATHEMATICS: FOUNDATIONS AND PRACTICE

CM:FP 2023

IN MEMORY OF Errett Bishop (1928-1983):

CELEBRATING THE 95th ANNIVERSARY of his birth as well as
the 55th anniversary of the publication of his seminal book
Foundations of Constructive Analysis (FCA)
http://cmfp2023.masfak.ni.ac.rs/

Preface

Following Newcomb Greenleaf, in 1966 the American mathematician Errett Bishop (1928-1983)
proposed a small revolution in the way that mathematicians think. Bishop called his approach to
mathematics “constructive” because of his belief that the objects of mathematics are constructed,
not received from on high. Bishop supported the revolution with his aforementioned important book,
Foundations of Constructive Analysis (FCA), which appeared in 1967. His constructive approach
was welcomed by many computer scientists. Stanford’s computer science pioneer Donald Knuth
(Algorithmic Thinking and Mathematical Thinking) proposed that computer science be known as
“algorithmics”. He shows in great detail how a constructive mathematician can understand the triad
(Assumption Proof Conclusion)
in terms of
(Input data Algorithm Output data).
Knuth was suggesting that constructive mathematics could serve as a bridge between classical
mathematics and computer science, “an appealing intellectual unification.“

During the last fifty-five years the flourishing of constructive approaches to mathematics and the
growth of a variety of research groups working on constructive mathematics have been notable.
During the 1920s L. E. J. Brouwer (1881-1966), a renowned Dutch mathematician and philosopher,
had urged mathematicians to modify the logic used in mathematical arguments founding an entire
school of mathematical logic, known as intuitionism. It is (was) considered that Brouwer and other
constructivists were more successful in their criticism of classical mathematics than in replacing it
with a better alternative. Following Laura Crosila, “The spark that started the present abundance of
constructive mathematics was the publication in 1967 of Errett Bishop's Foundations of Constructive
Analysis, FCA.” The historical and philosophical picture of constructive mathematics is complex; a
number of varieties of mathematics have been developed over time among which classical,
Brouwerian and Russian constructive mathematics – “each of the latter three forms of mathematics
may be developed on the basis of some suitable extension of Bishop's mathematics by characteristic
principles.” Following Arend Heyting, a renowned Dutch mathematician and logician (1898–1980),
classical mathematics can be seen as a guide that helps the constructive mathematician develop a new
mathematics.
The novelty of the CM:FP 2023 conference edition – compared with the first one, CM:FP 2013 - is
in creating the links between different disciplines. Some of those are natural for constructive
mathematics (i.e., with computer science) while some are unexplored (e.g., with cognitive science,
linguistics, philosophy, and mathematics education). In this way the conference breaks away from
tradition, but also follows up on the very successful conference “Mathematics for Social Sciences and
Arts – Algebraic Modeling”, MS2A2M 2021 (http://mathsocart.masfak.ni.ac.rs/).

Inspiration for the present conference comes from two sources. The first one derives from the musings
of Arend Heyting who wrote: “ It seems quite reasonable to judge a mathematical system by its
usefulness. [...] in my eyes its chances of being useful for philosophy, history and the social sciences
are better. In fact, mathematics, from the intuitionistic point of view, is a study of certain functions
of the human mind, and as such it is akin to these sciences.“
The second one comes from the musings of Richard Rorty (1931–2007), a famous American
philosopher who wrote how, “Almost as soon as I began to study philosophy, I was impressed by the
way in which philosophical problems appeared, disappeared, or changed shape, as a result of new
assumptions or vocabularies” (1979, p. 6). This early observation inspired him to later contrast the
goals of modern philosophy to its potentials arising “once we free ourselves from the governing
metaphors of mind and knowledge in which the traditional problems of epistemology … are rooted”
(Ramberg, 2008). Similar crossroads have occurred in other intellectual domains.
The current CM:FP 2023 conference is organized by higher education institutions from Europe
(Center of Applied Mathematics of the Faculty of Mechanical Engineering Niš, CAM-FMEN,
Serbia: http://camfmen.masfak.ni.ac.rs/), Africa (International Chair in Mathematical
Physics ans Applications (ICMPA-UNESCO Chair), University of Abomey-Calavi, Benin:
http://www.cipma.net/) and North America (Cognitive Science Network - Fields Institute for
Research in Mathematical Sciences, Canada).

The conference will be organized in two sections.

• SECTION I CONSTRUCTIVE MATHEMATICS – foundations and practice
Topics include, but are not limited to: foundations of constructive mathematics (logic, type theory,
set theory, etc.); constructive analysis, algebra, and topology; constructive reverse mathematics;
constructive mathematics and its relationships with computer science and Artificial Intelligence (AI).

• SECTION II about Challenges for Mathematics Education in the Emerging Brave

New World.

What mathematics education should be in the era of AI? Very soon systems like ChatGPT will be
able to solve any problem and pass any exam in the mainstream school and early undergraduate
mathematics (Algebra, Precalculus, Calculus). This will put a lot of challenges for the existing system
of mathematics education. What kind of mathematics should be taught to: (a) future developers,
controllers, masters of AI? (b) general public, users (and perhaps victims) of AI? Finally, what is the
place of constructive mathematics in the education of the emerging brave new world? Invited
speakers of this section - worldwide recognized experts in the areas of education policy, mathematical
education, computer science education (as well as their merge), philosophy of education and
philosophy of mathematical practice, socio-political analysis of education systems, ethics in uses of
mathematics – will try to give answers to those and similar questions. Research, policy, practice, and,
especially, politics are highly dependent on the specific country, province, or state; and on the
individual innovators themselves. One of the main aim of SECTION II is to make a common
platform identifying common problems and possible lines of their solutions.
All in all, CM:FP 2023 gathers the world’s leading scientists in constructive mathematics and
mathematical education, and showcases the participation of prominent invited experts interested in
applications of these fields. The participants come from around 35 different countries from all
continents.
The conference CM:FP 2023 will take place in Niš, Serbia, at the Faculty of Mechanical
Engineering, 26-30 June.

Thus, we call for an intriguing intellectual unification of different disciplines. The guiding questions
behind the conference include: What happens when we free ourselves from the governing metaphors
within our disciplines? Do we see commonalities across the disciplines in how that was/is done?
Given this short synopsis of the ideas behind how we envision this conference and its contributions
to the multidisciplinary landscape, we hope that the rich discussions during the conference and the
publications that will be put out afterwards will constitute a significant contribution to the field and
initiate new collaborations.
References:
Crosila, L. Bishop’s mathematics: A philosophical perspective, In Handbook of Bishop's Mathematics. Eds. D. Bridges,
H. Ishihara, M. Rathjen, and H.Schwichenberg, Cambridge University Press, forthcoming.
Greenleaf, N. (2020) Agony and Failure in Bishop’s Constructive Revolution
Heyting, A. (1956). Intuitionism, an Introduction, North – Holland.
Ramberg, B. (2008). Richard Rorty. Stanford Encyclopedia of Philosophy.
https://plato.stanford.edu/entries/rorty/#:~:text=The%20other%20is%20positive%20%E2%80%93%20an,of%20moder
n%20philosophy)%20are%20rooted.
Rorty, R. (1979). Philosophy and the Mirror of Nature. Princeton: Princeton University Press.

June 2023

The organizers
Organizers
Melanija Mitrović is a Full Professor at the University of Niš,
Serbia, having received her PhD degree at the same university. She
works in the field of classical and constructive algebra. Her
innovating work within the theory of constructive binary structures
with apartness positions her among the pioneers of constructive
mathematics in Serbia. She develops interdisciplinary research
investigating applications of algebraic structures to problems in
engineering space, social sciences and humanities. She is, also, the
Head of the Center of Applied Mathematics of the Faculty of
Mechanical Engineering Niš, CAM- FMEN (since 2019), a
member of the Editorial Board of Mathematics in Mind, Springer;
a member of the Fields Cognitive Science Network. She holds the
status of Permanent Full Professor at the International Chair in
Mathematical Physics and Applications (ICMPA-UNESCO
Chair), University of Abomey-Calavi, Benin Republic. She has
held visiting professor positions at Linköping University and
Malardaren University, Sweden Bar-Ilan University, Israel; TU
Wien, Austria; UTAD and University of Minho, Portugal; and
Politecnico di Milano, Italy. She is member of the Grant Selection
Committee (GSC) of the International Mathematical Union (IMU)
Commission for Developing Countries (CDC) .
Mahouton Norbert Hounkonnou is a Full Professor at the
University of Abomey-Calavi, Benin. His works deal with
noncommutative and nonlinear mathematics, mathematical
physics and complexity. He was a member of UNESCO Scientific
Council for International Basic Sciences Programme and member
of the InterAcademy Partnership (IAP) working group on
Harnessing Science, Engineering and Medicine to Address
Africa’s Challenges. He is also a member of several academies,
including the Academy of Science of South Africa, Hassan II
Academy of Science and Technology, Morocco, African Academy
of Sciences, The World Academy of Sciences. He is the co- chair
of the Network of African, European and Mediterranean
Academies for Science Education, President of the Network of
African Science Academies and former President of Benin
National Academy of Sciences, Arts and Letters. He is member of
the IAP Science Education Global Council, and representative for
Africa of the International Mathematical Union (IMU)
Commission for Developing Countries (CDC). He was awarded
several international prestigious Prizes, the last being the American
Institute of Physics 2023 Tate Medal for his efforts to build and
maintain an enduring transnational African mathematical physics
research and education community.
Dr. Dragana Martinovic is Professor Emerita at Faculty of
Education, University of Windsor. She is a Fellow of the Fields
Institute for Research in Mathematical Sciences and a Co-Director
of the Fields Centre for Mathematics Education. She is a founding
and current Co-Editor of the Springer book series, Mathematics
Education in the Digital Era. Dragana serves on the Editorial
Boards for Brill’sStudies in Mathematics in the Arts and
Humanities book series, Springer’s Mathematics in Mind book
series, and journals such as Participatory Educational Research
(PER) and Semiotica. Dragana is also the Chair of the GeoGebra
Institute of Canada/Institut de GeoGebra du Canada (GIC-IGC).
Dragana has co-chaired various national and international
conferences. In her research, Dragana explores knowledge for
teaching mathematics, ways in which technology can assist in
teaching and learning of mathematics, and epistemologies of
Science, Mathematics, Engineering, and Mathematics (STEM) in
relation to teacher and K–12 education. Dragana’s research is
funded by SSHRC, KNAER, the Fields Institute, and various
Canadian government organizations. She has published edited
books and books of conference proceedings and multiple book
chapters, refereed journal papers, and research and technical
reports.
Marcel Danesi is Professor of Anthropology and Semiotics at the
University of Toronto. He has published extensively in math
education and the psychology of mathematics. He has founded
several book series in the field, including Mind in Mathematics,
with Springer
Honorary program
committee
 Douglas S. Bridges: DPhil and DSc from Oxford University. Professor
Emeritus of Pure Mathematics, University of Canterbury, New Zealand.
Author of 200+ articles, and eight books, mostly on Constructive Mathematics
(real, complex, and functional analysis; topology; mathematical economics).
A ninth book, on constructive Morse set theory, is almost complete.

Kumaraswamy Velupillai was educated, as an undergraduate, at the

department of mechanical engineering in Kyoto University, 1966-1970 and
for a master’s degree during the years 1971-1973, in economics, at Lund
University; he obtained a doctoral degree in Political Economy at Cambridge
University in 1979, having been a full-time student in the years 1973-1976.
He was supervised at Kyoto, Lund and Cambridge by Professors Ryuichiro
Kawai, Björn Thalberg and Richard Goodwin, respectively. Velupillai was a
tenured Professor in Aalborg (Denmark), Queen’s University of Belfast
(Northern Ireland), UDLA in Puebla (Mexico), Madras School of Economics
(India), NUI Galway (Ireland), University of Trento (Italy) and a Fellow of
Girton College, Cambridge; he had various appointments in Paris, UCLA,
NSSR, ESCAP in Bangkok, Copenhagen, Stockholm, etc. He has published
in wide variety of refereed journals and books from respectable publishers
(own and edited) and a Festschrift was published by Routledge in his honour
in 2010; Velupillai was a member of the editorial boards of several journals
and a member of numerous societies. His main interests are in
macroeconomics, computable and constructive economics and the history of
mathematical economics in the 20th century. He lives a retired life in
Stockholm, Sweden

Per Martin-Löf, Stockholm University, https://www.su.se/english/profiles/pml-1.181801

Anil Nerode, Cornell University, https://pi.math.cornell.edu/~anil/
Fred Richman, Florida Atlantic University, FAU, http://math.fau.edu/richman/
Program committee
Branislav Boričić, dean of the Faculty of Economics, University of Belgrade.
Graduated from the Faculty of Science and Mathematics, University of
Belgrade, in 1977 on the Mathematics course. Got the MA degree in 1980,
and PhD degree in 1984, from the University of Belgrade. Present position:
Full Professor at the Faculty of Economics, Belgrade since 1995. Research
interests: Mathematical Logic (proof theory, non-classical logics, preference
logic).

Alexandre Borovik is a Professor of Pure Mathematics at the University of

Manchester, UK (Emeritus, retired). He is primarily a research
mathematician, with three monographs and 80+ peer-reviewed papers on his
record, and he is giving a plenary talk Black Box Algebra at Section I of this
Conference. But he also has almost 50 years of teaching experience in 4
different countries, and publishes papers on mathematics education, history
of mathematics and history of mathematics education, and on cognitive
aspects of mathematical practice, and he has a book on the latter: Mathematics
under the Microscope. Notes on Cognitive Aspects of Mathematical Practice,
AMS, 2010. Web: www.borovik.net Twitter: @AVBorovik

Christian S. Calude, a member of Academia Europaea (since 2008), is Chair

Professor of Computer Science (since 1992) and Director of the Centre for
Discrete Mathematics and Theoretical Computer Science (since 1995) at the
University of Auckland, New Zealand. Personal website:
https://calude.net/cristianscalude/about/Wikipedia website:
https://en.wikipedia.org/wiki/Cristian_S._Calude C. S.
Calude, https://www.cs.auckland.ac.nz/~cristian/, is a Chair Professor of
Computer Science at the University of Auckland, New Zealand and a member
of Academia Europaea. Dr Calude received his higher education at Bucharest
University, Romania, where he was a student of Gr. C. Moisil and S. Marcus.
His results have been cited in thousands of articles and books, some by famous
authors, including mathematicians (Y. I. Manin, Y. V. Matiyasevich, S.
Shelah), computer scientists (M. Davis, Y. Gurevich, D. E. Knuth, A. Nerode,
A. Salomaa, J.F. Traub, J. Sifaakis), physicists (J. D. Barrow, S. Lloyd, R.
Penrose, A. Zeilinger), linguists (Noam Chomsky), and logicians (Jaakko
Hintikka). He is a co-winner of the Best Paper Award at ACM STOC2017,
Montreal (2017) and the EATCS Nerode Prize (2021). He was awarded the
National Order of Faithful Service in the degree of Knight by the President of
Romania in June 2019 and was elected a Fellow of the Asia-Pacific Artificial
Intelligence Association in 2021. The 20th Edition of the Conference
"Unconventional Computation and Natural Computation" 2023 was dedicated
to him "in recognition of his founding, in 1998, and further developing of this
conference series". In his ever-vanishing spare time, he plays tennis and the
keyboard.
Hajime Ishihara, JAIST, Tokyo, http://www.jaist.ac.jp/is/labs/ishihara-
lab/www/english/index.html Hajime Ishihara is Professor Emeritus at Japan
Advanced Institute of Science and Technology (JAIST). He has worked for
over thirty years in constructive mathematics and mathematical logic, in
which he is known for introducing "Ishihara's tricks" and for opening up
constructive reverse mathematics. He is co-editor of the book "Handbook of
Constructive Mathematics" (2023).

Dr. S. Karly Kehoe is Professor and Canada Research Chair in Atlantic

Canada Communities. Her current research considers settler colonialism and
how religious minority migrants acquired and exercised colonial privilege in
the north Atlantic world between c. 1750 and c. 1850. Underpinning this
research is the pioneering work she has been doing since 2010 on the complex
links between Catholic colonialism in the Caribbean and what would become
Atlantic Canada. Her most recent book, Empire and Emancipation: Scottish
and Irish Catholics at the Atlantic Fringe, was published by the University of
Toronto Press in 2022. She is also the co-editor of the Histories of the Scottish
Atlantic book series with Edinburgh University Press, and the board
chairperson of the Gorsebrook Research Institute for Atlantic Canada Studies.
She is an advocate of interdisciplinary research and science diplomacy. She is
a member of the International Science Council’s (ISC) Freedom and
Responsibility in Science Standing Committee, the InterAcademy
Partnership’s (IAP) Policy Advice Development Committee, and the Science
in Exile steering committee (a partnership of UNESCO-TWAS, ISC, and
IAP). She is the past president of the Royal Society of Canada’s College of
New Scholars, Artists and Scientists and is the founder and lead of the RSC’s
At-Risk and Displaced Academics and Artists (ARDAA) program. This
programme emerged out of her extensive work to support academic
researchers whose work has been disrupted by war, conflict, and threats of
violence.

Dr. Lubarsky received his Bachelor of Arts degree from Cornell University
in 1979 and doctorate from the Massachusetts Institute of Technology in
1984. He has held faculty positions at Cornell and Franklin and Marshall
College, and is currently a University Instructor at Florida Atlantic University.
In addition, he has worked in industry, for Odyssey Research Associates and
T-Mobile. His mathematical research has been in logic, focusing mostly on
higher recursion theory, set theory, and constructive mathematics. Along with
Anil Nerode and Sergei Artemov, Dr. Lubarsky organizes the biennial
meeting Logical Foundations of Computer Science. He has published scores
of research articles, and lectures regularly at national and international
scientific conferences
 Maria Emilia Maietti - Associate Professor of Mathematical Logic at the
University of Padova, Italy since 2015 In the editorial board of the journals
Mathematical Logic Quaterly and the Journal of Logic and Analysis
Fellowship grant holder at the University of Utrecht (the Netherlands) 1995 ,
Cambridge 1998 , and. Birmingham (UK) 1999-2000 PhD in Mathematics,
University of Padova, 1998

Michael Rathjen is Professor of Mathematics at the University of Leeds. He

was also //Professor of Mathematics at the Ohio State University. His main
research area is mathematical logic, especially proof theory, ordinal analysis,
constructive and alternative set theories as well as intuitionism.

Mihailo Antović, University of Niš, https://sites.google.com/site/mihailoantovic/

Thierry Coquand, University of Gothenburg, https://www.gu.se/en/about/find-staff/thierrycoquand
Siniša Crvenković, University of Novi Sad
Valentin Goranko, Stockholm University, https://www2.philosophy.su.se/goranko/
Peter LeFanu Lumsdaine, Stockholm University, http://peterlefanulumsdaine.com/
Zoran Ognjanović, Mathematical Institute of the Serbian Academy of Sciences and Arts,
http://www.mi.sanu.ac.rs/~zorano/index.html
Peter Schuster, University of Verona, https://www.di.univr.it/?ent=persona&id=21404&lang=en
Nikolai Vavilov, St. Petersburg State University, https://math-cs.spbu.ru/en/people/vavilov-n-a/
CONFERENCE ORGANIZING COMMITTEES

International Organizing Committee

Marcel Danesi, University of Toronto
Mahouton Norbert Hounkonnou, University of Abomey-Calavi, Co-chair
Karly Kehoe, Canada Research Chair in Atlantic Canada Communities, Co-chair
Dragana Martinovic, University of Windsor
Melanija Mitrović, CAM-FMEN, Chair
Branislav Ranđelović, University of Niš
Sam Sanders, RUB Bochum

Local Organizing Committee

Melanija Mitrović, CAM-FMEN, Chair
Predrag Rajković, CAM-FMEN
Ljiljana Radović, CAM-FMEN
Dragan Rakić, CAM-FMEN
Martin Ljubenović, CAM-FMEN
Milica Milunović, CAM-FMEN
Marko Kostadinov, CAM-FMEN
Vesna Jovanović, Faculty of Mechanical Engineering
Ana Kitić, Faculty of Mechanical Engineering
Zorana Kostić, Faculty of Mechanical Engineering
Milena Rajić, Faculty of Mechanical Engineering

Conference Supporting Teams

A – Technical Supporting Team

Ing Vukašin Pavlović, Assistant, Chair
Dr Ing Milan Pavlović, Vice-chair
Ing Veljko Begović, PhD student
Ing Nikola Ivačko, PhD student
Ing Maša Milošević, PhD student
Ing Aleksandar Trajković, PhD student
Ing Rajko Turudija, PhD student

B – Supporting Team
Students of the Faculty of Mechanical Engineering Niš:
Ilija Igić, Chair
Uroš Stojković, Vice-chair
Neda Desić
Anđela Kocić
Tijana Kocić
Milica Milenković
Anđela Milošević
Jelena Nedeljković
Milica Stojanović
Mateja Polimac
Nikolina Tasić
Content
Section I .......................................................................................................................................... 3

Reflections on the “Handbook of Constructive Mathematics” Project ...................................................... 4

Michael Rathjen......................................................................................................................................... 4
Facets of constructivity ................................................................................................................................. 5
Miloš Adžić ............................................................................................................................................... 5
Constructive mathematics for mathematical phantoms: a report on the emerging synthetic account of
algebraic geometry ........................................................................................................................................ 6
Ingo Blechschmidt ..................................................................................................................................... 6
Errett Bishop: a philosophical perspective .................................................................................................. 7
Laura Crosilla ............................................................................................................................................ 7
Kripke-style semantics for computation ....................................................................................................... 8
Silvia Ghilezan .......................................................................................................................................... 8
Degree of satisfiabiltiy in (algebras related to) the intuitionistic propositional calculus .......................... 9
Zoltan A. Kocsis ........................................................................................................................................ 9
Natural topology and covering subgroups ................................................................................................. 10
Davorin Lešnik, Petar Pavešić ................................................................................................................. 10
On the necessity of some topological spaces .............................................................................................. 11
Robert Lubarsky ...................................................................................................................................... 11
Destinctive festures od the minimalist fundation for constructive mathematics ...................................... 12
Maria Emilia Maietti ............................................................................................................................... 12
De Morgan’s law and related principles in constructive reverse mathematics ........................................ 13
Takako Nemoto ....................................................................................................................................... 13
Сonstructivism of the microcosm ............................................................................................................... 14
Yuri I. Ozhigov ....................................................................................................................................... 14
Strong constructive mathematics ............................................................................................................... 15
Iosif Petrakis ............................................................................................................................................ 15
Intuitionistic logic and proof theory .......................................................................................................... 16
Zoran Petrić, Mladen Zekić ..................................................................................................................... 16
The Biggest Five of reverse mathematics and the limits of constructivisation. ....................................... 17
Sam Sanders ............................................................................................................................................ 17
A theory of computable functionals ........................................................................................................... 18
Helmut Schwichtenbergt ......................................................................................................................... 18
A constructivism line in mathematics and computing of XX–XXI century............................................. 19
Alexei Semenov....................................................................................................................................... 19
Cardinality of real numbers and set axiomatization ................................................................................. 20
Slavica Mihaljevic Vlahovic and Branislav Dobrasin Vlahovic ............................................................. 20

1
Section II .................................................................................................... 21

Rethinking the Enlightenment: A Humanities Perspective ...................................................................... 22

S. Karly Kehoe ........................................................................................................................................ 22
Large language models and mathematics higher education .................................................................... 23
Cesare G. Ardito ...................................................................................................................................... 23
Mathematizing, language/action and system development ....................................................................... 24
Ian Benson ............................................................................................................................................... 24
School maths for the era of AI: arithmetic, algorithmic, algebra ............................................................ 25
Alexandre Borovik .................................................................................................................................. 25
Teaching ethics to AI developers ............................................................................................................... 26
Maurice Chiodo ....................................................................................................................................... 26
Conflict of interest between education and automation ............................................................................ 27
Yagmur Denizhan .................................................................................................................................... 27
AI: bad news for bad teachers .................................................................................................................... 28
Brendan Larvor ........................................................................................................................................ 28
Bridging the divide between mathematics and social science ................................................................... 29
Alex Marland ........................................................................................................................................... 29
My experiences and thoughts about education ......................................................................................... 30
Ali Nesin.................................................................................................................................................. 30
When A is not for Apple ............................................................................................................................. 31
Connie V. Nshemereirwe ........................................................................................................................ 31
The application of AI and quantum computing in STEM education ...................................................... 32
Vladimir Pavlović, Nataša Milosavljević, Vera Pavlović, Branislav Vlahović ...................................... 32
Constructionism for the primary education of digitally extended individual ........................................... 33
Alexei Semenov, Elena Bulin-Sokolova, Maria Posicelskaya, and Tatyana Rudchenko ........................ 33
Re-storying Lands: Storytelling, Pantheon, Language, Song .................................................................. 34
Raymond Sewell ...................................................................................................................................... 34
Constructive mathematics and teaching .................................................................................................... 35

Contributed ................................................................................................ 36

Multiresolution analysis in terms of intuitionist mathematics.................................................................. 37

Miloš Milovanović .................................................................................................................................. 37
Towards a constructive version of Berkovich’s analytic geometry ........................................................... 38
Frédéric Paugam ...................................................................................................................................... 38
The impact of constructive learning applied to the teaching of numerical methods ............................... 39
Shkelqim Hajrulla, Leonard Bezati Desantila Hajrulla ........................................................................... 39
Posterior analysis of Gompertz distribution based on records .................................................................. 40
Zoran Vidović .......................................................................................................................................... 40

2
Section I

3
Reflections on the “Handbook of Constructive Mathematics” Project

Michael Rathjen

University of Leeds

Abstract: The “Handbook of Constructive Mathematics” was finally published in May 2023. This was
seven years after a group of editors had made concrete plans for such a book an invited contribution. I’d
like to talk about the aims we had, the constraints we faced, whether we are happy with the way the book
panned out, and what it could mean for constructivism.

Michael Rathjen is Professor of Mathematics at the University of Leeds. He

was also //Professor of Mathematics at the Ohio State University. His main
research area is mathematical logic, especially proof theory, ordinal analysis,
constructive and alternative set theories as well as intuitionism.

4
 Facets of constructivity
Miloš Adžić

Faculty of Philosophy, University of Belgrade, Belgrade, Serbia, [email protected]

Abstract: Kurt Gödel's contributions to the development of intuitionistic logic and arithmetic during the
early 1930s were nothing short of groundbreaking. His work shed new light on the concept of constructivity,
greatly influencing research in logic throughout the 20th century. Among his early landmarks were several
technical results, including his 1932 result that intuitionistic propositional logic is not finitely valued, his
1933 proof that a system of intuitionistic arithmetic is only apparently weaker than the classical one, and
his interpretation of intuitionistic propositional logic in the classical system S4 of the same year [1].
Despite the technical nature of his work, Gödel never lost sight of the importance of properly analyzing the
notion of constructivity, culminating in his 1958 Dialectica paper. We will try to analyze Gödel's nuanced
views on these topics and their relationship to his more mature philosophical position. To this effort, we
can turn to his recently published Princeton Lectures on Intuitionism [1], among other sources.
Keywords: Kurt Gödel, intuitionism, Dialectica Interpretation

Reference:
[1] Kurt Gödel, Collected Works, Volume I, Publications 1929-1936, Oxford University Press, 1986.
[2] Kurt Gödel: The Princeton Lectures on Intuitionism, Maria Hämeen-Anttila, Jan von Plato (eds.),
Springer, 2021.

Miloš Adžić, born in 1982, pursued philosophy studies at the Department

of Philosophy, Faculty of Philosophy in Belgrade, enrolling in 2002 and
completing his studies in 2008. His thesis focused on investigating the laws
of associativity and commutativity in the field of logic.Following this, he
continued his academic journey by enrolling in doctoral studies in
philosophy at the same department in the academic year 2008-2009. On
December 26, 2014, he successfully defended his doctoral dissertation,
"Gödel on the Axiomatization of Set Theory". Since February 4, 2015,
Miloš has been serving as an associate professor at the Department of
Philosophy, Faculty of Philosophy in Belgrade. Apart from his teaching
responsibilities, Miloš also actively publishes in the history and
philosophy of logic and related areas.

5
Constructive mathematics for mathematical phantoms: a report on
the emerging synthetic account of algebraic geometry
Ingo Blechschmidt

Department of Mathematics, University of Padova, [email protected]

Abstract: Constructive mathematics offers finer distinctions, but this greater expressivity comes with the
price of restricting the means available for arguments. Hence we are often concerned with porting classical
results to constructive settings, attempting to reveal hidden computational content in classical proofs. In
this talk, we shall pursue a different goal: We will leverage the greater axiomatic freedom supported by
constructive mathematics to bring a particular phantom to life, a certain notion which is inconsistent with
classical mathematics–but which facilitates an emerging synthetic account of modern algebraic geometry;
an account which allows us to understand and formalize central notions and results of algebraic geometry
in a unique technically light way, focus purely on objects of geometric significance in a domain-adapted
language and give integrated developments of relevant algorithms. We argue that this approach aligns with
Grothendieck‘s philosophy on simplicity and generality–the rising sea–and broadens the scope of
constructive mathematics.
Keywords: Synthetic algebraic geometry, quasicoherence, applied topos theory.

References:
[1] F. Cherubini, T. Coquand and M. Hutzler: A foundation for synthetic algebraic geometry. Draft
available at https://felix-cherubini.de/iag.pdf.
[2] A. Kock: Synthetic Differential Geometry. Cambridge University Press, 2006.
[3] I. Blechschmidt, A. Oldenziel: The topos-theoretic multiverse, a modal approach for computation. Draft
available at https://www.ingo-blechschmidt.eu/.

Ingo Blechschmidt is a postdoctoral researcher currently working at the

University of Padova. He obtained his doctorate at the University of
Augsburg and had positions there, at the Max Planck Institute in Leipzig
and at the University of Verona. His research interests are mainly in the
intersection of applied topos theory and algebraic geometry.

6
 Errett Bishop: a philosophical perspective
Laura Crosilla

University of Oslo,Oslo, Norway, [email protected]

Abstract: Notwithstanding much exciting progress in constructive mathematics since

Bishop’s Foundations of Constructive Analysis, there has been no corresponding advance in its philosophy.
With very few exceptions, Bishop's mathematics and his philosophical considerations have at most received
a quick mention within the philosophical literature, but no thorough consideration. My aim in this talk is to
analyse some of Bishop’s philosophical remarks and suggest topics for discussion. For example, I recall
Bishop’s criticism of Brouwer and the fundamental role within Bishop’s constructivism of intuitionistic
logic and the natural numbers.
Keywords: Errett Bishop, philosophy of mathematics, natural numbers, intuitionistic logic.

Laura Crosilla is Senior Researcher at the University of Oslo, Norway,

where she works on the project Infinity and Intensionality: a new Synthesis
(Norwegian Research Council).
She holds PhDs in mathematics and in Philospohy (University of Leeds).
She was Marie Skłodowska-Curie Individual Fellow at the University of
Oslo, and holder of prestigious grants from EPSRC (UK), the John
Templeton Foundation, MIUR and the DFG. Prior to joining the
University of Oslo, she was affiliated with: LMU Munich, University of
Florence, University of Leeds and University of Birmingham. She has
given over 50 Invited or Keynote lectures at international conferences and
specialist workshops in different countries. Her research interests range
from the philosophy and history of mathematics, to the philosophy and
history of logic, proof theory and constructive mathematics. She is
currently working especially on predicativity, with special focus on the
work by Henri Poincaré and Hermann Weyl, and on constructivism.

7
 Kripke-style semantics for computation
Silvia Ghilezanab
a
University of Novi Sad, Serbia, [email protected]
b
Mathematical Institute of the Serbian Academy of Sciences and Arts, Serbia

Abstract: The lambda calculus is a model of computation based on functions introduced by Alonzo Church
in the 1930s. Lambda calculus comes in two variants: untyped and typed. The untyped lambda calculus is
Turing-equivalent. Types are introduced in lambda calculus to control term formation, i.e. computation.
The basic typed lambda calculus is the so called simply typed lambda calculus, were types control function
applications. The Curry–Howard correspondence, a.k.a. formulae-as-types, proofs-as-terms or proofs-as-
programs, represents a correspondence between simply typed lambda calculus and intuitionistic logic.
Intuitionistically provable formulae coincide with inhabited types, proofs coincide with terms/programs
and proof normalization represents term reduction. This relationship directly underpins the fundamental
relationship between logic and computation. Kripke-style semantics have gained an important role and wide
applicability in logic since it was introduced by Saul Kripke in the late 1950s as a semantics for modal
logics. In logic, these semantics were later adapted to intuitionistic logic and various other logics. In
computation, a class of Kripke-style models was defined for typed lambda calculus [4,3]. In this talk, we
present a new approach to Kripke semantics for full simply typed lambda calculus, which is the simply
typed lambda calculus endowed with product types and sum types. The full simply typed lambda calculus
is related to intuitionistic propositional logic with all connectives via the Curry–Howard correspondence.
We show soundness and completeness of full simply typed lambda calculus w.r.t. the proposed semantics
[2,1]. The completeness result is proved by an adaptation of the Henkin-style completeness method.
The present talk is based on joint work with Simona Kašterović.
Keywords: Computation, lambda calculus, intuitionistic logic, Kripke semantics.

References:
[1] S. Ghilezan, S. Kašterović: Semantics for combinatory logic with intersection types, Frontiers in
Computer Science, volume 4, 2022.
[2] S. Kašterović, S. Ghilezan: Kripke semantics and completeness for full simply typed lambda calculus.
Journal of Logic and Computation, 30(8), 2020, 1567–1608.
[3] J. C. Mitchell: Foundations for programming languages. Foundation of Computing Series, MIT Press,
1996.
[4] J. C. Mitchell, E. Moggi: Kripke-style models for typed lambda calculus, Annals of Pure and Applied
Logic, 51, 1991, 99–124.

Silvia Ghilezan is a Professor of Mathematics at the University of Novi

Sad and Mathematical Institute SASA. She has held visiting positions at
University of Oregon, École Normale Supérieure de Lyon, Universite
Paris 7, University of Turin, Radboud University and McGill University.
The major lines of her research are in mathematical logic with application
to programming languages, concurrency and mathematical linguistics. Her
current research interests include formal methods for new challenges in
privacy protection and artificial intelligence. She has initiated, assembled
consortia and project managed several successfully completed and
ongoing projects under national and international programs (Horizon
Europe, H2020, FP, COST, Erasmus+, Tempus, bilateral). Her great many
research articles with over sixty co-authors are published in leading
scientific journals and conferences. Dr. Ghilezan acts as Chair, PC member
and Invited speaker at prestigious international conferences worldwide.
She has supervised and influenced a good number of students and
researchers. She was knighted in the Chevalier (2013) and promoted
(2021) in the Officier de l'Ordre des Palmes Académiques of the French
Republic.

8
Degree of satisfiabiltiy in (algebras related to) the intuitionistic
propositional calculus
Zoltan A. Kocsis

University of New South Wales, Kensington NSW, Australia, [email protected]

Abstract: We discuss results about degree of satisfiability in algebraic semantics for intuitionistic logic.
We show that the law of excluded middle has a finite satisfiability gap: it either holds for all elements or
for no more than 2/3 of all elements in a Heyting algebra. We present the complete classification of all
equations in one free variable with respect to finite satisfiability gaps in Heyting algebras [1], and discuss
further results, including those obtained by C. Matthew Evans in the context of BCK-algebras [2]. Our
findings extend to infinite structures, and bolster the philosophical case for logical anti-exceptionalism.
Keywords: Heyting algebras, intuitionistic logic, degree of satisfiability, lattices and posets

References:
[1] B. M. Bumpus, and Z. A. Kocsis: Degree of Satisfiability in Heyting Algebras. 2021. DOI.org
(Datacite), https://doi.org/10.48550/ARXIV.2110.11515. (submitted to Journal of Symbolic Logic)
[2] C. M. Evans: Satisfiability Degrees in BCK-algebras. BLAST 2022, Chapman University, Orange
CA, United States, August 8-12, 2022.

Zoltan A. Kocsis is Lecturer in Formal Methods at the School of Computer

Science and Engineering of the University of New South Wales in Sydney,
Australia. He received his Ph.D. in Mathematical Logic from the
University of Manchester in 2019. Zoltan's research contributions
encompass a wide range of mathematical subfields, such as proof theory,
category theory, finite algebraic structures, combinatorics, and
nonstandard analysis. In addition, he has a keen interest in working with
interactive theorem-proving software and is an advocate for incorporating
interactive proof assistants into both mathematical research and education.

9
 Natural topology and covering subgroups
Davorin Lešnika, Petar Pavešićb
a
Faculty of Mathematics and Physics, Ljubljana, Slovenia, [email protected]
b
Faculty of Mathematics and Physics, Ljubljana, Slovenia, [email protected]

Abstract: In the first part of the talk, we will discuss a systematic method for equipping a (classical) set
with its “natural topology”. This is done with the help of constructive mathematics, specifically by
translating the construction of a set into a construction of a suitable sheaf in gros topos, calculating its
intrinsic topology (in the sense of synthetic topology) there, then translating the result into a (classical)
topology on the original set. In the second part of the talk, we will give a concrete application, namely a
new classification of subgroups of fundamental groups, induced by covering spaces. These are precisely
those, whose core is the kernel of a “constructible” group homomorphism into a group with discrete natural
topology.
Keywords: Synthetic topology, covering space, fundamental group

References:
[1] H. Torabi, A. Pakdaman, B. Mashayekhy: On the Spanier Groups and Covering and Semicovering
Spaces, arXiv preprint arXiv:1207.4394, 2012.

Davorin Lešnik works at the Faculty of Mathematics and Physics,

University of Ljubljana. His primary interest is in the field of topology,
especially its connection with constructive mathematics and category
theory.

10
 On the necessity of some topological spaces

Robert Lubarsky

Florida Atlantic University, Boca Raton, FL, USA,[email protected]

Abstract: Topological models are sometimes used to prove independence results in constructive
mathematics. Here we show that some of the topologies that have been used are necessary for those results.
Keywords: Constructive mathematics, topological models

Dr. Lubarsky received his Bachelor of Arts degree from Cornell University
in 1979 and doctorate from the Massachusetts Institute of Technology in
1984. He has held faculty positions at Cornell and Franklin and Marshall
College, and is currently a University Instructor at Florida Atlantic
University. In addition, he has worked in industry, for Odyssey Research
Associates and T-Mobile. His mathematical research has been in logic,
focusing mostly on higher recursion theory, set theory, and constructive
mathematics. Along with Anil Nerode and Sergei Artemov, Dr. Lubarsky
organizes the biennial meeting Logical Foundations of Computer Science.
He has published scores of research articles, and lectures regularly at
national and international scientific conferences

11
Destinctive festures od the minimalist fundation for constructive
mathematics
Maria Emilia Maietti

Department of Mathematics, University of Padova, Italy [email protected]

Abstract: The Minimalist Foundation for Constructive Mathematics (for short MF) was introduced in
[2] and finalized as a two-level theory in [3]. In this talk, we describe some distinctive features of MF that
are not shared by other foundations for Constructive Mathematics including Aczel's CZF axiomatic set
theory, Martin-Loef's type theory, Homotopy Type Theory, Coquand-Huet's Calculus of Constructions or
the generic internal theory of a topos -MF has a strictly predicative proof-consistency strength shown by an
interpretation in a predicative variant of Hyland's effective topos" in [4]; - the intensional level of MF is
consistent with the Axiom of Choice and Church's thesis as shown in [1], also constructively, and even
when extended with inductive and coinductive topological methods, as proved in [5,6]; - the classical
version of MF is compatible with Weyl's classical predicativis

References:
[1] H. Ishihara, M. E. Maietti, S. Maschio, T. Streicher: Consistency of the intensional level of the
Minimalist Foundation with Church's thesis and axiom of choice. Arch. Math. Log. 57(7-8): 873-888
(2018)
[2] Maietti, M.E., Sambin, G.: Toward a minimalist foundation for constructive mathematics. In: L. Crosilla
and P. Schuster (ed.) From Sets and Types to Topology and Analysis: Practicable Foundations for
Constructive Mathematics, no. 48 in Oxford Logic Guides,pp. 91-114. Oxford University Press (2005)
[3] Maietti, M.E.: A minimalist two-level foundation for constructive mathematics. Annals of Pure and
Applied Logic 160(3), 319{354 (2009)
[4] M. E. Maietti, S. Maschio: A Predicative variant of Hyland's Effective Topos. J. Symb. Log. 86(2): 433-
447 (2021)
[5] M. E. Maietti, S. Maschio, M. Rathjen: A realizability semantics for inductive formal topologies,
Church's Thesis and Axiom of Choice. Log. Methods Comput. Sci. 17(2) (2021)
[6] M. E. Maietti, S. Maschio, M. Rathjen:
Inductive and Coinductive Topological Generation with Church's thesis and the Axiom of Choice. Log.
Methods Comput. Sci. 18(4) (2022)

Associate Professor of Mathematical Logic at the University of Padova,

Italy since 2015 In the editorial board of the journals Mathematical Logic
Quaterly and the Journal of Logic and Analysis Fellowship grant holder
at the University of Utrecht (the Netherlands) 1995 , Cambridge 1998 ,
and. Birmingham (UK) 1999-2000 PhD in Mathematics, University of
Padova, 1998

12
De Morgan’s law and related principles in constructive reverse
mathematics
Takako Nemoto

Tohoku University, Sendai, Japan, [email protected]

Abstract: De Morgan’s law is a pair of the following logical principles:

(1) ¬(𝐴 ∨ 𝐵) → ¬𝐴 ∧ ¬𝐵
(2) ¬(𝐴 ∧ 𝐵) → ¬𝐴 ∨ ¬𝐵
In intuitionistic logic, (2) does not always holds. Actually, we can easily construct a “Brouwerian
counterexample” or Kripke counter models for (2). It is known that weak König’s lemma yields Σ1 0
fragment Σ1 0 -DML of (2) over the system EL0 . In systems of arithmetic, the generalized version Σ1 0 -
GDML ¬(∀𝑖 < 𝑥)𝐴(𝑖) → (∃𝑖 < 𝑥)¬𝐴(𝑖) can be considered. It is known that, over a system which proves
enough induction, e.g., EL or HA, Σ1 0 -DML yields Σ1 0 -GDML, but we do not know yet whether Σ1 0
-DML yields Σ1 0 -GDML over a system EL0 which proves only a weak fragment of induction. In the
framework of constructive reverse mathematics, we often characterize mathematical statements with choice
principles, logical principles and induction principles. It is considered that these three kinds of principles
are pairwise independent. For example, the system EL has full induction but almost no “nonconstructive”
logical principles nor choice principles. On the other hand, the famous system RCA0 proves all non-
constructive logical principles, but only Σ1 0 induction and almost no choice principles. However, the above
example of DML and GDML indicates that induction principles could enhance logical principles. In this
talk, we consider the relationship between DML, GDML, and related principles in the framework of
constructive reverse mathematics.
Keywords: Constructive reverse mahtematics, non-constructive principles, Weak König’s lemma

References:
[1] Akama, Y., Hayashi, S., Berardi, S., & Kohlenbach, U. (2004). An arithmetical hierarchy of the law of
excluded middle and related principles. Proceedings - Symposium on Logic in Computer Science, 19, 192-
201. https://doi.org/10.1109/lics.2004.1319613
[2] Berger, J., Ishihara, H., & Schuster, P., (2012). The weak Kőnig’s lemma, Brouwer’s fan theorem, de
Morgan’s law, and dependent choice. Reports on Mathematical Logic 47 (2012), pp. 63–86
DOI:10.4467/20842589RM.12.003.0684
[3] Fujiwara, M., & Nemoto, T., (2023). On the decomposition of WKL!!Phil. Trans. R. Soc.
A.3812022001020220010 http://doi.org/10.1098/rsta.2022.0010

Takako Nemoto is an Associate Professor at Graduate School of

Information Sciences of Tohoku University. She works in
Mathematical Logic, in particular, constructive mathematics and
reverse mathematics.

13
 Сonstructivism of the microcosm
Yuri I. Ozhigov a,b
a
Lomonosov Moscow State University, Moscow, Russia, [email protected]
b
Valiev Institute of Physics and Technology RAS

Abstract: A microcosm obeying the laws of quantum mechanics requires constructive mathematics. The
correct description of quantum processes, especially for complex systems, requires algorithms rather than
mathematical analysis. The reason is that the concept of limit is not physically adequate, and therefore
physical laws formulated in analytical terms reflect reality only approximately. The well-known difficulties
in creating quantum computers, stemming from a reckless belief in the omnipotence of analytics, serve as
a good illustration of the need to switch to algorithms instead of formulas. The uncertainty relation
“accuracy – complexity” established for the quantum states (see [1]) involves the fundamental character of
algorithms in the description of the Nature on the quantum level. This approach promises the new
perspectives in the understanding complex processes via computer simulation ([2],[3]).
Keywords: Quantum mechanics, decoherence, computer simulation, computer chemistry.

References
[1] Yuri Ozhigov, Three principles of quantum computations, Quantum Information and Computation,
2022, vol. 22 (15-16), pp. 1280-1288
[2] Miao Hui-hui, Using a modified version of the Tavis-Cummings-Hubbard model to simulate the
formation of neutral hydrogen molecule, Physica A: Statistical Mechanics and its Applications, Elsevier
BV (Netherlands), vol. 622, (128851), doi: 10.1016/j.physica.2023.128851
[3] Ozhigov Y.I., Kulagin A.V., Afanasiev V.Y., Keli Z., Vanshun L., Huihui M., Victorova N.B. About
Chemical Modifications of Finite Dimensional QEDModels, Nonlinear Phenomena in Complex, vol. 24,
№3, pp. 230-241

Yuri Ozhigov,
Ph.D. (1982), Doctor of Sciences (2000), Professor (2013), Moscow State
University of M.V.Lomonosov

14
 Strong constructive mathematics
Iosif Petrakis

Department of Computer Science, University of Verona, Italy, [email protected] Mathematics

Institute, University of Munich, Germany, [email protected]

Abstract: Strong Constructive Mathematics (SCM) is characterised by the elaboration of strong concepts
within Bishop-style constructive mathematics (BISH). Its starting point is the use of strong negation and
strong (or Rasiowa) implication in BISH, introduced in [1] and applied to the formal theory of computable
functionals TCF in [2]. The systematic use of strong negation and strong implication makes SCM a weak-
negation-free subsystem of BISH that preserves many features of classical mathematics (CLASS). We
present various categories of sets and functions in CSM that are not “visible“ in CLASS. Apart from those
categories studied in [3], we focus on the category of strong sets and strong functions. A strong set is a
totality equipped with a strong equivalence relation and a strong function between strong sets satisfies the
implication involved in the definition of a function in the strong sense.
Keywords: Strong negation, constructive mathematics, strong sets

References:
[1] I. Petrakis: Strong negation in constructive mathematics, in preparation, 2023.
[2] N. Köpp, I. Petrakis: Strong negation in the theory of computable functionals TCF, arXiv:2210.05491,
2022.
[3] I. Petrakis: Sets completely separated by functions in Bishop Set Theory, arXiv:2208.07826, 2022

Iosif Petrakis is a fixed-term Assistant Professor at the Department of

Computer Science of the University of Verona and a Lecturer at the
Mathematics Institute of LMU Munich. His research interests are
constructive mathematics, type theory and category theory.

15
 Intuitionistic logic and proof theory
Zoran Petrića, Mladen Zekićb
a
Mathematical Institute SANU, Belgrade, Serbia, [email protected]
b
Mathematical Institute SANU, Belgrade, Serbia,[email protected]

Abstract:The underlying logic of Constructive mathematics is the Intuitionistic logic. From the point of
view of proof theory this logic is much more interesting than classical. In this talk we provide a brief review
of results justifying this standpoint. There are many approaches to investigate the proof theoretical side of
intuitionistic logic. We start with Gentzen's cut-elimination in his sequent system for this logic, then we
mention Prawitz's normalization in its natural deduction formulation, and Curry-Howard correspondence
connecting this logic (through several levels) with typed lambda calculus and combinatory logic). At the
end we mention categorial models of intuitionistic derivations and some relevant results in the field of
categorial proof theory tied to intuitionistic logic.
Keywords: Sequent system, natural deduction, general proof theory, lambda calculus, bicartesian closed
category

References:
[1] K. Došen, Z. Petrić: The maximality of the typed lambda calculus and of cartesian closed categories,
Publications de l’Institut Mathématique68, 2000, 1-19
[2] K. Došen: Identity of proofs based on normalization and generality, The Bulletin of Symbolic Logic9,
2003, 477-503
[3] J.Nikolić, Z. Petrić, M. Zekić: A diagrammatic presentation of the category 3Cob, available at ArXiv,
2023

Zoran Petrić was born on August 8th 1963 in Belgrade. He has finished
his PhD studies in mathematics at the University of Belgrade in 1997 under
supervision of Professor Kosta Došen. The fields of his interests are Proof
theory, Category theory and Low dimensional topology.

16
 The Biggest Five of reverse mathematics and the limits of
constructivisation.
Sam Sanders

Department of Philosophy II, RUB Bochum, Germany, [email protected],

Abstract: I provide an overview of joint work with Dag Normann on the higher-order Reverse Mathematics
(RM for short) of the Big Five systems and the surprising limits of this enterprise ([3]). I discuss the
implications for constructive Reverse Mathematics and constructive mathematics general. The well-known
Big Five phenomenon of RM is the observation that a large number of theorems from ordinary mathematics
are either provable in the base theory or equivalent to one of only four systems; these five systems together
are called the ‘Big Five’ of RM. The aim of this paper is to greatly extend the Big Five phenomenon,
working in Kohlenbach’s higher-order RM ([1]). In particular, we have established numerous equivalences
involving the second- order Big Five systems on one hand, and well-known third-order theorems from
analysis about (possibly) discontinuous functions on the other hand. We both study relatively tame notions,
like cadlag or Baire 1, and potentially wild ones, like quasi-continuity. We also show that slight
generalisations and variations (involving e.g. the notions Baire 2 and cliquishness) of the aforementioned
third-order theorems fall far outside of the Big Five. In particular, these slight generalisations and variations
imply the principle NIN[0,1] from [2], i.e. there is no injection from [0, 1] to N.I discuss how the
aforementioned equivalences can be established in constructive Reverse Mathematics and how these results
indicate the limits of “readily constructivised” mathematics.

Keywords: Reverse mathematics, constructivisation, Big Five, higher-order arithmetic.

References
[1] Ulrich Kohlenbach, Higher order reverse mathematics, Reverse mathematics 2001, Lect. Notes Log.,
vol. 21, ASL, 2005, pp. 281–295.
[2] Dag Normann and Sam Sanders, On the uncountability of R, Journal of Symbolic Logic, DOI: doi.org/
10.1017/jsl.2022.27 (2022), pp. 43.
[3] The Biggest Five of Reverse Mathematics, Submitted, arxiv: https://arxiv.org/abs/2212.00489 (2023),
pp. 39.

Sam Sanders studied mathematics (and some physics) at Ghent University

in Belgium. He got interested in logic and the foundations of mathematics
and wrote a dissertation (Ghent, Belgiumm 2010) and Habilitation (TU
Darmstadt, Germany, 2020) on these topics. His research is in
mathematical logic, namely computability theory and Reverse
Mathematics of the uncountable, with applications in theoretical computer
science, philosophy and history of mathematics

17
 A theory of computable functionals
Helmut Schwichtenbergt

University LMU Munich (online)

Abstract: We describe a theory of computable functionals (TCF) which extends Heyting's arithmetic in all
simple types by (i) adding inductively and coinductively defined predicates, (ii) distinguishing
computationally relevant (c.r.) and non-computational (n.c.) predicates, (iii) adding realizability predicates,
and (iv) allowing partial functionals defined by equations (possibly non-terminating, like corecursion). The
underlying (minimal) logic has just implication and universal quantification as primitive connectives;
existence, disjunction and conjunction are inductively defined. The axioms of TCF are the defining axioms
for (co)inductive predicates, bisimilarity axioms and invariance axioms stating that ''to assert is to realize''
(Feferman 1978) for realizability-free formulas. Using these one can prove in TCF a soundness theorem:
the term extracted from a realizability-free proof of a formula A is a realizer of A. TCF is implemented in
the Minlog proof assistant.

Helmut Schwichtenberg (born 5 April 1942 in Żagań) is a

German mathematical logician.Schwichtenberg studied mathematics from
1961 at the FU Berlin and from 1964 at the University of Münster, where
he received his doctorate in 1968 from Dieter Rödding.[1][3][4] He then
worked as an assistant and then as a professor in Münster,[citation
needed] and since 1978 has been professor of mathematical logic at
the Ludwig-Maximilians-Universität Munich (successor of Kurt Schütte).
Schwichtenberg deals with, among other things, proof theory, theory of
computability, lambda calculus and applications of logic in computer
science. He is a member of the Bavarian Academy of Sciences.

18
 A constructivism line in mathematics and computing
of XX–XXI century
Alexei Semenov

Moscow State Lomonosov University, Moscow, Russia, [email protected]

Abstract: We trace a line of development of constructive mathematics and its connection with digital
civilization, starting with the analysis by Andrey Kolmogorov (born 1903) of intuitionism and his proposal
of the logic of problems in 1920-30. Andrey Markov (born 1903) in the late 1940s founded his school of
foundations and constructive analysis in St. Petersburg and Moscow – at the Department of Mathematical
Logic of Lomonosov Moscow State University [1]. In the same years Kolmogorov included computer
science in his interests, created algorithmic theory of information, probability, and randomness. His student
Per Martin-Löf (the author of the definition of Kolmogorov randomness) proposed a synthesis of
constructive mathematics with programming [2]. After Markov's death, Kolmogorov assumed the head of
the Department. His attitudes in these decades were partly "ultra-constructivist", distinguishing "different
finitnesses"; these views are somewhat close to Petr Vopěnka. In the XXI century, several attempts were
made to build the foundations connected to constructivization and digitalization of mathematical thought
[3]. And big data seems to show us other finitnesses.
Keywords: Constructive mathematics, finiteness, computers in mathematical research, Kolmogorov,
Markov (jr.)

References:
[1] B. A. Kushner: Markov and Bishop, in Golden Years of Moscow Mathematics (Eds. S. Zdravkovska,
P. Duren,), AMS-LMS, Providence, Rhode Island, 1993, 179–197.
[2] P. Martin-Löf: Constructive mathematics and computer programming, Proc. 6th. Int. Congress for
Logic, Methodology and Philosophy of Science, (Ed. L. J. Cohen), Amsterdam: North-Holland. 1980, 153–
175.
[3] V. Voevodsky, B. Ahrens, D. Grayson at all, UniMath: Univalent Mathematics. available at
https://github.com/UniMath.

Alexei Semenov, Head of the Department of Mathematical Logic and

Theory of Algorithms (formerly – Dept. of Mathematical Logic) of
Lomonosov Moscow State University. His mathematical research
currently belongs to the field of definability theory. He also has papers on
complexity theory, decidable logic theories, automata and formal language
theory. Winner of the Kolmogorov Prize for outstanding results in
mathematics. Member of Russian Academy of Sciences and Russian
Academy of Education. 43 years ago, Andrey Kolmogorov started a
Seminar on Complexity with him at Moscow University, the seminar is
currently a focal point in the field of algorithmic information theory. At
this conference, Alexei Semenov also speaks in section 2 with a report
reflecting philosophical attitudes and practical results in school
mathematics.

19
 Cardinality of real numbers and set axiomatization
Slavica Mihaljevic Vlahovica and Branislav Dobrasin Vlahovicb
a
University of Zagreb, Zagreb, Croatia, [email protected]
b
North Carolina Central University, United States, [email protected]

Abstract: The cardinality of sets and validity of the continuum hypothesis depend on the adopted axioms.
That model-dependent view is underlined with the Löwenheim-Skolem theorem; no theory can have only
nondenumerable models. Accepting axiomatization in whatever shape requires accepting the relativization
of cardinals, as Skolem and Carnap first point it out [1]. To show the impact of axiomatization, considered
is a nondenumerable set inside Zermelo-Fraenkel (ZF) axioms, showing that it can be denumerable if ZF
model is expanded with additional axioms. To emphasize this result, we modify Gödel's constructible model
universe [2], generating a set of numbers and further expanding it through an iterative process that creates
a new layer of numbers at each step. This process is akin to Wang's Σ constructive model [3], which differs
from ZF and results in a set of real numbers, thus providing the first explicit example that satisfies Wang's
model.
Keywords: Set axioms, continuum hypothesis, axiom of choice, V-ultimate L, cardinal numbers

References:
[1] R. Carnap, The logical syntax of language, New York & London, (1937) 352 pp. (Revised translation
of Logische Syntax der Sprache, Wien 1934. Contains also translations of 1934 and 1935.
[2] K. Gödel, Russell's mathematical logic (page 133), Schilpp 1944, 123-153, Cf. Bernays J.S.L. 11, 75-
79, 1946.
[3] H. Wang, The formalization of mathematics, Jurnal of Symbolic Logic, 19 (4), 1954, 241-266.

Branislav Vlahovic is a professor of physics at NCCU and director of the

Computational NSF Center of Research Excellence and NASA University
Research Center for Aerospace Devices. He obtained degrees at Zagreb
University. He was a research scientist at Rudjer Boskovic Institute,
Zagreb, from 1978 until 1990, when he came to Duke University. Between
1996 and 2001, he had a shared appointment with Jefferson National
Laboratory and NCCU. As Chair of the physics department at NCCU, he
established material science, semiconductor physics, and nanotechnology
laboratories and theoretical and experimental programs in material science
and nuclear physics. In 2004, he was awarded the Gardner Award, the only
state-wide award in North Carolina for his research and work with
students. He published more than 400 peer reviewed articles in the fields
of experimental and theoretical material science, nanotechnology, optics
and photonics, chemistry, cosmology, genomics, atomic, nuclear, and
hypernuclear physics, and mathematics.

20
Section II

21
 Rethinking the Enlightenment: A Humanities Perspective
S. Karly Kehoe

Professor of History and Canada Research Chair, Faculty of Arts, Saint Mary’s University, Canada,
[email protected]

Abstract: The European Enlightenment of the early modern period introduced new ways of thinking that
had dramatic effects on how people came to see each other and how they began to structure the physical
world around them. The effects were far-reaching and deeply colonial. In this talk, I will consider whether,
for the benefit of progressing interdisciplinary collaborations, we need to rethink the effects of the
Enlightenment. Specifically, what knowledge did we lose as a result and how has this affected our ability
to learn from different knowledge systems?
Keywords: Enlightenment; colonization; cultural heritage; folk belief

Dr. S. Karly Kehoe is Professor and Canada Research Chair in Atlantic

Canada Communities. Her current research considers settler colonialism
and how religious minority migrants acquired and exercised colonial
privilege in the north Atlantic world between c. 1750 and c. 1850.
Underpinning this research is the pioneering work she has been doing since
2010 on the complex links between Catholic colonialism in the Caribbean
and what would become Atlantic Canada. Her most recent book, Empire
and Emancipation: Scottish and Irish Catholics at the Atlantic Fringe, was
published by the University of Toronto Press in 2022. She is also the co-
editor of the Histories of the Scottish Atlantic book series with Edinburgh
University Press, and the board chairperson of the Gorsebrook Research
Institute for Atlantic Canada Studies. She is an advocate of
interdisciplinary research and science diplomacy. She is a member of the
International Science Council’s (ISC) Freedom and Responsibility in
Science Standing Committee, the InterAcademy Partnership’s (IAP)
Policy Advice Development Committee, and the Science in Exile steering
committee (a partnership of UNESCO-TWAS, ISC, and IAP). She is the
past president of the Royal Society of Canada’s College of New Scholars,
Artists and Scientists and is the founder and lead of the RSC’s At-Risk and
Displaced Academics and Artists (ARDAA) program. This programme
emerged out of her extensive work to support academic researchers whose
work has been disrupted by war, conflict, and threats of violence.

22
 Large language models and mathematics higher education
Cesare G. Ardito

Department of Mathematics, University of Manchester, UK, [email protected]

Abstract:The goal of this talk will be to explore Large Language Models (ChatGPT & friends) current
abilities, limits (and future outlook of said limits) in the context of mathematics higher education, with a
focus on how they are disrupting several aspects of how we currently teach and assess students. It will
expose some of its current features and talk about some of the proposed solutions to mitigate its impact on
the sector, with many examples. The talk won't be technical or philosophical.
Keywords: Mathematics Education, Generative AI.

Cesare G. Ardito is a lecturer in Mathematics at the University of

Manchester. His expertise is in algebra, with a focus on modular
representation theory of finite groups. At the moment his interests are in
teaching and scholarship with a focus on assessment literacy and on the
impact of generative AI on the sector. He is a senior fellow of the HEA
and a member of the IMA. Web: cesaregardito.eu Twitter:
@CesareGArdito

23
 Mathematizing, language/action and system development
Ian Benson

Honorary Research Fellow, School of Education, University of Roehampton,

[email protected] esociality.com

Abstract: This session reports on an approach to mathematics education informed by language/action

theory (LAT) and its application to modern theories of learning. In the LAT tradition system designers seek
to represent and reason about breakdowns and bottlenecks in inter-personal communication in order for
stakeholders to design and implement mathematizing situations and computer support. We consider three
software development projects informed by LAT: young learners and teachers reasoning about functions
and ordered sets, airline pilots negotiating with their employer about work allocation and the UK Electoral
Commission engaging with a political party to ensure compliance with donation validity reporting law. The
didactic situation, work allocation and compliance processes are modelled as coloured petri-nets with
decisions as vertices and speech acts as transitions. The approach scales from face-to-face interaction to
system wide application and shows promise for networked school mathematics reform.
Keywords: Language/Action Theory, Cuisenaire-Gattegno approach, Early Algebra, Transaction cost
economics, Computer-Mediated Communication

References:
[1] Benson, Ian & Marriott, Nigel & McCandliss, Bruce. (2022). Equational reasoning: A systematic review
of the Cuisenaire–Gattegno approach. Frontiers in Education. 7. 10.3389/feduc.2022.902899.
[2] Benson, Ian. (2022). The Logic of Collective Action Revisited. 268-279. 10.1109/
CSCC55931.2022.00053. [3] Benson, Ian & Darby, Jim & MacDonald, Neil & Sigal, Jesse. (2022).
Conceptual Mathematics via Literate Programming. https://doi.org/10.48550/arXiv.2202.13771

Dr Benson is a Director of a social enterprise working with mathematics

teachers to re-evaluate Caleb Gattegno's early algebra curriculum and
pedagogy. He began his career developing CAD systems and FORTRAN
compilers. In 1985 he co-founded with the Cambridge University
Computer Laboratory, SRI International's Cambridge informatics research
centre - SRI’s first such offshore centre. From 1989-91 he had a private
practice in work group research and consultancy for which he was awarded
a doctorate in computer science. This established a technical framework
for analysis, simulation and governance of work group processes. His
dissertation was commercialised as a system description and organisation
development method and CASE tool by Sybase (formerly OASiS) and he
further refined it as the Sociality® method for systems development. He
has been a visiting scholar (Computer Science) at Stanford University, a
visiting professor (Informatics) at Theseus Institute, Sophia Antipolis and
at Kingston University (with Mathematics)

24
School maths for the era of AI: arithmetic, algorithmic, algebra
Alexandre Borovik

Department of Mathematics, University of Manchester, UK, [email protected]

Abstract: Questions listed on the website of our Section II of the Conference are quite urgent: What should
be taught to (a) future developers, controllers, masters of AI? (b) the general public, the users (and perhaps
victims) of AI? If these questions are not answered in our professional community, we should not expect
an answer coming from elsewhere. And they trigger further questions, political by their nature; the first of
them is Does this mean splitting school mathematics education in several streams? I foresee the need for a
merger of school algebra with computer science / informatics / algorithmic; moreover, it should start already
at the level of arithmetic and be offered to sufficiently many students in the hope that at least some of them
later in their lives will be able to fill the roles listed in (a). I would love to see the new course being offered
to all students – but I doubt that this would ever happen: too expensive. The inevitability of dramatic
changes in mathematics education raises so many political issues, that its guiding principles have to be
formulated with clarity and contain clear benchmarks. This is my attempt at formulation of a new paradigm
for arithmetic: A solution of an arithmetic problem should be not a number but a much more: a mathematical
algorithm and a computer code which solve every problem of the same type. An initial research suggests
that this is feasible, and in my talk I will give more detail. For lack of time, I will mention geometry,
probability, statistics, game theory, and other deserving subjects only in passing.
Keywords: Mathematics Education, Arithmetic, Algebra, Algorithmic.

References:
[1] A. Borovik: Calling a spade a spade: Mathematics in the new pattern of division of labour. In
Mathematical Cultures: The London Meetings 2012-14 (B. Larvor, ed.). Springer, 2016. arXiv:1407.1954
[math.HO].
[2] A. Borovik: Mathematics for makers and mathematics for users, in Humanizing Mathematics and its
Philosophy: Essays Celebrating the 90th Birthday of Reuben Hersh (B. Sriraman ed.), Birkhauser, 2017. A
pre-publication version: bit.ly/2qYHtst.
[3] A. Borovik, Z. Kocsis, V. Kondratiev: Mathematics and Mathematics Education in the 21st Century,
arXiv:2201.08364 [math.HO], 2022.
[4] A. Borovik, V. Kondratiev: A new course `Algebra + Computer Science': What should be its outcomes
and where it should start. Submitted. arXiv:2212.12422 [math.HO], 2022.

Alexandre Borovik is a Professor of Pure Mathematics at the University of

Manchester, UK (Emeritus, retired). He is primarily a research
mathematician, with three monographs and 80+ peer-reviewed papers on
his record, and he is giving a plenary talk Black Box Algebra at Section I
of this Conference. But he also has almost 50 years of teaching experience
in 4 different countries, and publishes papers on mathematics education,
history of mathematics and history of mathematics education, and on
cognitive aspects of mathematical practice, and he has a book on the latter:
Mathematics under the Microscope. Notes on Cognitive Aspects of
Mathematical Practice, AMS, 2010. Web: www.borovik.net Twitter:
@AVBorovik

25
 Teaching ethics to AI developers
Maurice Chiodo

Centre for the Study of Existential Risk, University of Cambridge, United Kingdom, [email protected]

Abstract: Most of the current discourse around AI ethics focuses on what the AI does, what it should aim
to do and (technological) solutions to ensure it's aligned. But creating good AI is highly determined by how
it is made, and there is comparatively little discussion surrounding its developers, their training and the
ethics of their development practices. AI developers are usually sourced from highly numerate disciplines
such as engineering, computer science, physics, and mathematics. Going along that list we see an increase
in numeracy and abstraction, but also a decrease in the level of training or instruction in ethics and in the
understanding and appreciation of its consequences. To ensure they build good AI, what do we need to tell
them, when, and how? I've been teaching ethics to mathematicians for the past 7 years, and in this talk I
will go over the sorts of things I found effective when teaching ethics to mathematicians, the challenges I
face, and the overall importance of providing this training.
Keywords: Ethics in Mathematics, Teaching AI ethics, Responsible development.

References:
[1] M. Chiodo, P. Bursill-Hall: Teaching Ethics in Mathematics, LMS Newsletter 485, November 2019,
22-26.
[2] The Ethics in Mathematics Project. https://ethics.maths.cam.ac.uk
[3] D. Müller, M. Chiodo, J. Franklin: A Hippocratic Oath for Mathematicians? Mapping the Landscape
of Ethics in Mathematics, Science and Engineering Ethics 28, article 41.

Maurice Chiodo is a research associate in the Centre for the Study of

Existential Risk at the University of Cambridge. He is the co-founder
and principal investigator of the Ethics in Mathematics Project, where
his work addresses the ethical challenges and risks posed by
mathematics, mathematicians, and mathematically-powered
technologies. His research looks at the ethical issues arising in all types
of mathematical work, including AI, blockchain, finance, modelling,
surveillance, cryptography, and statistics. He has been running a
seminar series on ethics in mathematics for the past 7 years as part of
the Cambridge University Ethics in Mathematics Society, and sat on
the ethics advisory group of Machine Intelligence Garage UK for 3
years. Maurice comes from a background in research mathematics,
holding two PhDs in mathematics from the University of Cambridge
and the University of Melbourne on problems in algebra and
computability theory. He has over 20 years experience studying,
working, and teaching, in mathematics departments around the world.

26
 Conflict of interest between education and automation
Yagmur Denizhan

Faculty of Engineering, Bogazici University, Istanbul, Turkey, [email protected]

Abstract: Recently, when Chat GPT with its successful language model was launched the longstanding AI
research took a new turn and opened to the general public. Taking into account the possible interactions
between this new technology and its users, it is too early to predict how this AI ecosystem will evolve. It
is, however, just the right time to take precautions on both sides of this interaction against potential threats.
Various requirements come to mind to secure the technical side of this interaction, such as the need for
some measure of the reliability of AI results or auditability of the data mining and inference system. On the
other hand, the precautions needed for the user side directly enter the scope of education. Introducing
notions of computer science into mathematics curricula and discussing the difference between logical
inference and statistical inference at an early stage would certainly help for raising new generations as
conscious users and potential masters and developers of AI tools. Nevertheless, I prefer to leave curriculum
design to professional mathematicians. Instead, I want to consider the situation from the perspective of a
systems and control engineer and focus on the probable adverse interference of the novel AI opportunities
and the present education system, which operates on the basis of a ‘business model’ and deserves to be
called a ‘mass education industry’. I witnessed already 15 years ago how new generations that were shaped
under the score-based ranking and performance pressure of this industry tend to relinquish meaning-seeking
and resort to shortcuts for score maximisation [1]. Students whose internal motivation is replaced by the
external reward system at an early stage are very likely to readily resign from the prerogative of knowledge-
based judgement and arbitration and become passive users and victims of AI. The aim of this talk is to point
out the risks of automating education and to ponder on teaching, assessment and grading policies that would
promote the cognitive autonomy of new generations of learners irrespective of their professional direction.
Keywords: Automation, cognitive autonomy, motivation, autonomy

References:
[1] Yagmur Denizhan: Performance-based Control of Learning Agents and Self-fulfilling Reductionism,
Systema, 2 no. 2 (2014).

Yagmur Denizhan is a Full Professor of electrical and electronics

engineering at the Faculty of Engineering of Bogazici University, Istanbul,
Turkey. She is also the Head of the Graduate Programme in Systems and
Control Engineering of Bogazici University (since 2009); a board member
of the Turkish National Committee of Automatic Control; the International
Society for Information Studies (IS4IS) and the International Society for
Biosemiotic Studies.
Her technical research areas span from pattern recognition and robotics to
nonlinear dynamics, chaos control and biological system modelling. Her
fields of philosophical involvement include social impacts of technology,
systems theory, cognitive science and biosemiotics.

27
 AI: bad news for bad teachers
Brendan Larvor

University of Hertfordshire, Hatfield, UK, [email protected]

Abstract: In this talk I will briefly discuss the socially regressive consequences of AI for academic
assessment and make a prediction: that mass education will shift back to in-the-gym exams and elite
education will shift even further back to viva voce exams. I will argue that real teaching is not threatened
by AI, though boring didactic presentations are dead (already killed by YouTube). I will run through seven
standard reasons why anyone learns anything, and observe that they are but weakly linked to curriculum
detail. Finally, I will make the obvious point that everyone needs to know how these systems shape the
world we live in.
Keywords: Assessment, teaching, motivation, formatting

References
[1] F. Bacon: The Essays or Counsels Civil and Moral, John Jaggard, London, 1613.
[2] J.M. Keynes: The General Theory of Employment, Interest and Money, Macmillan, London, 1936.
[3] B. Larvor: Why ‘scaffolding’ is the wrong metaphor: the cognitive usefulness of mathematical
representations, Synthese 197, 2020, 3743–3756.

Brendan Larvor is head of philosophy and reader in philosophy at the

University of Hertfordshire. He taught at the Universities of Liverpool and
Oxford before joining Hertfordshire in 1997. His doctoral thesis focused
on the philosophy of mathematics of Imre Lakatos.

28
 Bridging the divide between mathematics and social science
Alex Marland

Professor, Department of Political Science, Faculty of Humanities and Social Sciences, Memorial
University of Newfoundland, Canada, [email protected]

Abstract: Typically, the relationship between mathematics and the social sciences involves the application
of the former to the latter, such as statistical analysis of population counts or using game theory to model
bargaining among potential political coalition partners. But when does the social sciences inform
mathematics? More often than we might think. Changes in society are challenging longstanding facts, and
growing interdisciplinarity is sparking new approaches. This presentation summarizes ways that social
scientists draw on mathematics and identifies ways that mathematicians draw on the social sciences. It
presents qualitative research findings from interviews with a variety of scholars in the social sciences
(anthropology, archaeology, economics, linguistics, psychology) and a mathematician, as well as accounts
from a political science workshop about the application of computational methods to the study of politics.
Keywords: Social sciences, interdisciplinarity, interviews

References:
[1] I. Fisher: The Application of Mathematics to the Social Sciences, American Mathematical Society 36,
1930, 225-243.
[2] S. Abramovich: Advancing the Concept of Triangulation from Social Sciences Research to Mathematics
Education, Advances in Educational Research and Evaluation 3(1), 2022, 201-217.

Alex Marland a Full Professor and Head of the Department of Political

Science at Memorial University of Newfoundland, located in Canada’s
easternmost city of St. John’s. He is trusted by Canadian politicians,
political staff and other members of the public sector to respect their
conditions for sharing information about what goes on behind the
scenes in Canadian politics and governance. His books include Brand
Command: Canadian Politics and Democracy in the Age of Message
Control (UBC Press, 2016) and Whipped: Party Discipline in Canada
(UBC Press, 2020). In July 2023 he will become the Jarislowsky Chair
in Trust and Political Leadership at Acadia University, in Nova Scotia,
Canada.

29
 My experiences and thoughts about education
Ali Nesin

İstanbul Bilgi Üniversitesi; İstinye Üniversitesi - İstanbul, Türkiye

Abstract: I am not a specialist in education, but here, at the Mathematics Village, I teach a lot, around 1500
hours per year, from elementary school to college and graduate students and I do this for 15 years now... In
this talk I will share some of my experiences and thoughts about education.
Keywords: Mathematics Education

From the Organisers: At the International Congress of Mathematicians

2018, the International Mathematical Union awarded Ali Nesin the
Leelavati Prize 2018. From the citation: Ali Nesin has been awarded
with the Leelavati Prize 2018 in recognition of his outstanding
contributions and great achievements towards increasing public
awareness of mathematics in Turkey, especially because of his tireless
work in creating and developing the "Mathematics Village" as an
exceptional, peaceful place for education, research and the exploration
of mathematics for a wide range of people. A research mathematician
with international reputation, Ali Nesin after death in 1995 of his
farther, the famous Turkish writer Aziz Nesin, returned to Turkey to
continue his father‘s charitable work and devoted himself to developing
the appreciation of mathematics as an element of modern Turkish
culture. Ali Nesin’s work in mathematics education, his numerous
popular mathematics books and textbooks, his public lectures, the mass
circultion popular mathematics journal that he edited, Department of
Mathematics (small but world class, by quality) at Bilgi University
created by him from scratch, and, above all, Nesin Mathematics, Art
and Philosophy Villages https://nesinkoyleri.org/en/main-page/ –
played, and continue to play, a vitally important role: they set
benchmarks for mathematics education in Turkey. Mathematics, as Ali
promotes it, is a part of the wider human culture, a tool for development
of independence of thinking, a way of nurturing a harmonic personality
in the learner.

30
 When A is not for Apple
Connie V. Nshemereirwe

University of Pretoria, Pretoria, South Africa, [email protected]

Abstract: Mathematics is considered a universal language, and in a country like mine so is English; this
despite the fact that only those who have been to school can speak English. Take this with the well-
established research showing that poor language skills can impede mathematics and science
comprehension, and it is safe to conclude that one cannot think about mathematics skills acquisition without
thinking about language of instruction as well as home language. Taking the example of Uganda, national
assessments show that up to a quarter of children who have been in school for up to three years are classified
as “non-readers, and that, inexplicably, more than 50% as non-readers in the home language. In this talk I
will explore the interplay between home language and a foreign language like English and the acquisition
of mathematical and scientific knowledge. I will also demonstrate how these might present an impediment
not just through the language of instruction but also in the instructional materials utilized.
Keywords: Local language instruction, educational outcomes, skills development

References:
[1] N.C. Neri, J. Retelsdorf: The role of linguistic features in science and math comprehension and
performance: A systematic review and desiderata for future research, Educational Research Review 36,
2022.
[2] Uwezo Uganda (2021) Are our Children Learning? Illuminating the Covid-19 Learning Losses and
Gains in Uganda. Uwezo National Learning Assessment Report, 2021. Kampala: Uwezo Uganda .
Journals

Connie Nshemereirwe. PhD, is a Ugandan-based Science and Policy

Facilitator, and is currently the Director of the Africa Science
Leadership Programme (ASLP), which is based at the Future Africa
campus of the University of Pretoria. An Engineer turned educator, Dr.
Nshemereirwe spent 15 years as an academic at Uganda Martyrs
University where she held a dual appointment in the Faculty of the Built
Environment and the Faculty of Education.For the last six years she has
positioned herself at the science and policy interface as a science writer,
trainer, speaker, and has been featured in The Conversation Africa, The
Scientific African, and in Nature World View. She hosts a podcast titled
"A is not for Apple", in which she explores the options available to us
as Africans in transforming our education systems so as to enable
current & future generations to determine our own destiny

31
The application of AI and quantum computing in STEM education
Vladimir Pavlovića, Nataša Milosavljevića, Vera Pavlovićb, Branislav Vlahovićc
a
University of Belgrade, Faculty of Agriculture, Serbia,
b
University of Belgrade, Faculty of Mechanical Engineering, Serbia,
c
Branislav Vlahović, North Carolina Central University, USA, [email protected]

Abstract: Rapidly emerging innovation at the intersection between physics, mathematics, and computer
science like AI and quantum technologies are currently among the most promising technological
developments which offer many opportunities, but also new challenges for our societies. These
technologies have the potential to revolutionize education from the ability to analyze large volumes of data
quickly and accurately to the AI-supported tutoring and student’s individual learning approaches. In the
field of AI and quantum computing, future developments of rapid computers, intercept-proof
communications and hyper-sensitive measuring methods will shape our societies in a way where the
knowledge in science, technology, engineering and mathematics (STEM) will be essential for the jobs of
the future. Having this in mind the aim of this study is to present an analysis of the applications of AI and
quantum computing education by providing an initial approach to core terms, ideas, and suitable
explanations. Special attention will be paid to the potential of AI and quantum computing techniques for
enhancing STEM educational practices in the fields of learning predictions, the use of intelligent tutoring
systems and student group formation, student behavior detection, automation and the use of educational
robots.
Keywords: AI, quantum computing, STEM, education

References:
[1] Nesra Yannier, Scott E. Hudson, Kenneth R. Koedinger, Active Learning is About More Than Hands-
On: A Mixed-Reality AI System to Support STEM Education, International Journal of Artificial Intelligence
in Education (2020) 30:74–96
[2] Vladimir Pavlović, Nataša Milosavljević, Vera Pavlović, Branislav Vlahović, Artificial intelligence and
digital technologies in digitally-supported university education Mathematics for Human Flourishing in the
Time of COVID-19 and Post COVID-19 Published by De Gruyter, 2023, 195-200
[3] Weiqi Xu and Fan Ouyang The application of AI technologies in STEM education: a systematic review
from 2011 to 2021 International Journal of STEM Education (2022) 9:59

Prof Vladimir B. Pavlovic is a head of the Department of Mathematics and

Physics at the University of Belgrade-FoA, , program director of the Center
for data mining and bioinformatics, University of Belgrade – FoA, head of
the Laboratory for Electron Microscopy of and PI of the Artificial
intelligence and digital technologies in digitally supported university
education project. Vladimir Pavlovic conducts research on the influence of
different levels of structural hierarchy on the properties of multifunctional
materials and the synthesis-structure-properties relationship of smart
nanostructures. He published over 400 scientific papers and presentations
at scientific conferences and participated and coordinated 23 research
projects. Prof Pavlovic is a vice president of the Serbian Ceramic Society
and editor-in-chief of the peer review journal Science of Sintering.

32
Constructionism for the primary education of digitally extended
individual
Alexei Semenova, Elena Bulin-Sokolovab, Maria Posicelskaya,c and Tatyana Rudchenkod
a
Moscow State Lomonosov University, Moscow, Russia, [email protected]
b
Learnity Bureau, Moscow, Russia, [email protected]
c
Funexpected LTD, Ashkelon, Israel, [email protected]
d
Axel Berg Institute of Cybernetics and Educational Computing, Moscow, Russia, [email protected]

Abstract: The main goals of school mathematics are to teach each child to think mathematically and to
apply mathematics to reality. This can be done already in elementary school (and we will try to explain
how) if they want to learn. The desire for knowledge and learning is present in every human being from
birth. Mathematics, including computer science and programming, is the best school subject where a child
can learn to solve problems that are "not-known-how-to-solve", which is constantly and critically needed
in the modern world [3]. Our learning environment consists of visual objects relations and actions on paper
and screen and numbers are not the main among such objects. The child himself together with the teacher
and other children invents and discovers: the decimal system, the multiplication table, controlling the robot
in the maze, the rules of the native language. They create something interesting for themself and for others.
The child's natural motivation stems from the joy of independently discovering small solutions and big
ideas, where the teacher can suggest something and can learn something together with you [1]; and from
the pleasure of imitating a teacher and showing what you can do, and when you get bored, transfer the task
to the computer [2]. It is criminal to make decisions instead of our children, limiting the development of
their digitally extended personality, forcing them to work out technical skills that will never be needed, and
prohibiting them from using routine digital technologies where they are needed in their academic work.
Keywords: Constructionism, mathematics education, visual environment for learning, extended individual.

References:
[1] N. N. Konstantinov, A. L. Semenov: Productive Education in Mathematical Schools, Dokl. Math., 2022,
106 (Suppl 2), S270–S287. DOI: 10.1134/S1064562423700369
[2] I. Levin, D. Tsybulsky: The Constructionist Learning Approach in the Digital Age, Creative Education,
8, 2017, 2463–2475. URL: http://www.scirp.org/journal/ce.
[3] M. A. Posicelskaya, T. A. Rudchenko, A. L. Semyonov: Axiology of Primary Mathematical Education,
Mathematica in School, Armenia, 2(115), 2023, 7–12.

Alexei Semenov worked as a high school teacher in the teams of Nikolai

Konstantinov and Andrei Kolmogorov, for 20 years supervised PD of all
teachers in Moscow, then training future teachers at the main Pedagogical
university. Organizer and team member of the first Russian textbook on
computing (1985); then led teams creating textbooks in mathematics and
computer science and implementing them in hundreds of schools. In
collaboration with Seymour Papert, he led INT, the main organization
implementing constructionism in the country. He worked in AI from the
1960s, participated in software for the last Russian supercomputer.
Advocates the philosophy of designing and evaluating educational
outcomes for graduates and students assuming their use all common digital
means. Winner of the UNESCO Prize in the field of ICT in education.
Member of the Russian Academy of Education. See also his report at
section 1 of the Conference.At this conference, Alexei Semenov also
speaks in section 2 with a report reflecting philosophical attitudes and
practical results in school mathematics.

33
 Re-storying Lands: Storytelling, Pantheon, Language, Song
Raymond Sewell

Saint Mary’s University, Halifax, CanadaCity, [email protected]

Abstract: An examination of history, material culture, oral traditions, re-matriation, and the embodiment
of Indigenous literature/storytelling in an l'nu context. The practice of sensor-based land experience and
Indigenous data systems. The cloistering and blooming of Indigenous intellectualism on Turtle Island - the
Indigenous name for North America. Pantheon and culture.
Keywords: Culture, Indigenous, Song, Story, Myth

Raymond Sewell is a Pabineau First Nation community member and

assitant professor of Indigenous Literature and Culture at Saint Mary’s
University. Raymond’s work is centered on myth, song, lore…

34
 Constructive mathematics and teaching

Alexander Shen

LIRMM, University of Montpellier, CNRS, Montpellier, France, [email protected]

Abstract: Constructivists (and intuitionists in general) asked what kind of mental construction is needed
to convince ourselves (and others) that some mathematical statement is true. This question has a much more
practical (and even cynical) counterpart: a student of a mathematics class wants to know what will the
teacher accept as a correct solution to a homework problem. Here the logical structure of the claim is also
very important, and we discuss several types of problems and their use in teaching mathematics.Full version
will be available at arxiv.org
Keywords: Mathematics teaching, logical structure of problems, constructivism

References:
[1] Constructivism, disambiguation page, https://en.wikipedia.org/wiki/Constructivism, assessed
19/02/2023.
[2] Alexander Kirillov, Limits, Library of Physics and Mathematics School, Moscow, Nauka, 1973 (2nd
edition).
[3] Vladimir V. V'yugin, Ergodic theorems for individual random sequences, Theor. Comput. Science,
207(2), 343--361 (1998), https://doi.org/10.1016/S0304-3975(98)00072-3

Alexander Shen is a directeur de recherche (2 classe) at LIRMM,

University of Montpellier, CNRS, Montpellier, France. He works in
algorithmic information theory (see the textbook Kolmogorov complexity
and Algorithmic Randomness, with V.A.Uspensky and N.Vereshchagin,
published by AMS, available at https://www.lirmm.fr/~ashen/kolmbook-
eng-scan.pdf) He is also an author of several textbooks for undergraduate
and high school students on mathematics and programming (published in
Russian and English)

35
Contributed

36
 Multiresolution analysis in terms of intuitionist mathematics

Miloš Milovanović

Mathematical Institute of the Serbian Academy of Sciences and Arts, Belgrade, Serbia,
[email protected]

Abstract: Multiresolution analysis, which is a concept that has stemmed from optics, refers to a specific
construction in the Hilbert space in order to produce orthogonal wavelets [1]. A generalization to
biorthogonal or frame wavelets also applies. The construction is based upon a scale self-similarity which
gives rise to a cascade family of approximation subspaces. It is computationally attractive in terms of
intuitionist mathematics that considers the time continuum to be a primordial intuition of consciousness
[2]. The time operator of wavelets should decompose the Hilbert space into detail subspaces at successive
scales, which are wandering by a bilateral shift. A significant link to the measurement problem provides a
statistical model that has been proven tremendously useful in a variety of applications [3].
Keywords: wavelets, time operator, intuitionism

References
[1] S. G. Mallat: Multiresolution approximations and wavelet orthonormal bases of L2 (R), Transactions
of the
American Mathematical Society, 315(1), 1989, 69–87.
[2] M. Milovanović, S. Vukmirović, N. Saulig: Stochastic analysis of the time continuum, Mathematics,
9(12),
2021, 1452, 1—20.
[3] M. Milovanović: The measurement problem in statistical signal processing, Modern Physics (under
review).

Miloš Milovanović is a research associate at Mathematical Institute of the

Serbian Academy of Sciences and Arts. His research area is mathematical
physics.

37
Towards a constructive version of Berkovich’s analytic geometry
Frédéric Paugam

Institut de mathématiques de Jussieu Paris-Rive Gauche, Sorbonne Université, Paris

[email protected]

Abstract: We will first first recall the standard definition of the Berkovich spectrum of a (Banach) ring and
the definition of the Berkovich-Gelfand transform and of the sheaf of analytic functions on it. We will
illustrate this construction by two examples: complex analytic geometry and the spectrum of the ring of
integers. We will then define a ``point-free’’ version of this space and of the Berkovich-Gelfand transform
using locales. We will finish by discussing the problem of defining analytic functions in a purely
constructive setting in the sense of Bishop.
Keywords: Berkovich analytic geometry, point-free topology, constructive completions

References:
[1] V. Berkovich: Spectral theory and analytic geometry over non-archimedean fields, Mathematical
Surveys and Monographs 33, AMS 1990..
[2] E. Bishop: Foundations of constructive analysis, McGraw-Hill, New York, 1967.
[3] P.T. Johnstone: Stone spaces, Cambridge studies in advanced mathematics 3, 1986.

Frédéric Paugam is maitre de conférence (senior lecturer) of mathematics at

the Institut de Mathématiques de Jussieu Paris Rive Gauche, at Sorbonne
Université, Paris. He works in the field of algebraic analysis, in particular on
formal methods for non-linear PDEs, and on Berkovich geometry, with an eye
for constructive methods for both of them.

38
The impact of constructive learning applied to the teaching of
numerical methods
Shkelqim Hajrullaa, Leonard Bezatib Desantila Hajrullab
a
Epoka University, Tirana, Albania, [email protected]
b
University of Vlora, Vlora, Albania , [email protected]
c
University of Vlora, Vlora, Albania , [email protected]

Abstract: In this article, we deal with some applied teaching methods in education. Using numerical
methods in some articles, our research raises the question and gives the answer to why a constructive
learning method has been applied to the teaching of numerical methods. Together with some practical
aspects of implementing this approach, our article gives the ways to how constructive mathematics helps
on models applied for an undergraduate course in numerical methods.Teaching both the mathematical
theory of numerical analysis and the skill of implementing numerical algorithms is a great deal and a big
challenge for applied studies. Problems concerned with an iterative method and some practical solutions
are used for getting good results. What is discussed here is why a constructive learning method has been
applied to the teaching of numerical methods, together with some practical aspects of implementing this
approach. Statistical data and results are applied.
Keywords: Mathematics curriculum, modeling, numerical methods, strategies, educational approach

References:
[1] Barnes, H. (2004). Realistic mathematics education: Eliciting alternative mathematical conceptions of
learners. African Journal of Research in Mathematics, Science and Technology Education, 8(1), 53-64.
[2] Baumert, J., & Kunter, M. (2013). The effect of content knowledge and pedagogical content knowledge
on instructional quality and student achievement. In Cognitive activation in the mathematics classroom and
professional competence of teachers (pp. 175-205). Boston: Springer.
[3] Cai, J., & Howson, G. (2013). Toward an international mathematics curriculum. In M. A. K. Clements,
A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Third international handbook of mathematics
education (pp. 949–974). New York: Springer.

Shkelqim Hajrulla is an Applied Mathematics lecturer at the Faculty of

Architecture and Engineering Department, Epoka University of Tirana. He
was, also: Chief of the Department of Mathematics at the University of Vlora,
a Professional Member of the SIAM, (since 2018); a member of the
“Improvement of Educational Programs for the Adriatic Sea Schools. He
held the status of Professional Educator, Higher Education in Albania,
Awarded on March 7, 2006, Vlore, Albania. He is working in the field of
applied mathematics, numerical methods, and their applications to computer
engineering and other fields. Now, he is involving those numerical methods
within the theory of constructive mathematics as an innovative way for
constructing new structures as a bridge connecting many areas.

39
 Posterior analysis of Gompertz distribution based on records
Zoran Vidović

University of Belgrade, Teacher Education Faculty, Belgrade, Serbia, [email protected]

Abstract: The Gompertz distribution is a well-known distribution with high fitting skills. In this study, we
consider prior distributions of the parameters of an Gompertz distribution under record data. It is shown
that maximum likelihood estimators do not exist in this case. Therefore, we imply objective Bayesian
analysis to obtain a posterior density that focuses mainly on the information found in the record data. For
this purpose we derived Jeffreys prior, the maximal data information prior, reference priors and probability
matching priors and, for each case, revealed the behavior of the posteriors. A simulation study is conducted
to compare the frequentist performance of the proposed Bayesian framework. A real dataset analysis is
carried out to illustrate the proposed inference.
Keywords: Gompertz distribution, MDI prior, probability matching priors, Jeffreys prior, reference priors,
proper posteriors

References:
[1] Z. Vidović, J. Nikolić, Z. Perić: Properties of k-record posteriors for the Weibull model, In review,
2023.
[2] Z. Vidović, J. Nikolić, Z. Perić: Bayesian k-record analysis for the Lomax distribution using objective
priors, In review, 2023.
[3] Z. Vidović, J. Nikolić, Z. Perić: Power distributions of objective priors for k-record Weibull posteriors,
In review, 2023.

Zoran Vidović, Assistant Professor at the Teacher Education Faculty,

University of Belgrade. Graduated from the Faculty of Mathematics,
University of Belgrade, in 2013 on the Department of Probability and
Statistics. Got the Masters degree in 2014, and PhD degree in 2020, from the
Faculty of Mathematics, University of Belgrade. Research interests:
Probability and Statistics (record value theory, Bayesian inference,
information theory, etc.).

40
Cognitive Science Network Center of Applied Mathematics University of Abomey-Calavi
Fields Institute for research in Mathematical Sciences, Faculty of Mechanical Engineering, International Chair in Mathematical Physics
University of Toronto, Canada University of Niš, Serbia and Applications (ICMPA - UNESCO Chair)

CONSTRUCTIVE MATHEMATICS:
FOUNDATION AND PRACTICE

CM:FP 2023

“Mathematics is that portion of our intellectual activity which transcends our biology and our
environment.
[The mathematician] does not believe that mathematics consists in drawing brilliant conclusions
from arbitrary axioms, of juggling concepts devoid of pragmatic content, or playing a meaningless
game.” Errett Bishop

camfmen.masfak.ni.ac.rs
www. ields.utoronto.ca/generalinfo/Fields-Cognitive-Science-Network
www.cipma.net
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