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The relationship between mathematics and physics has been a subject of study of philosophers, mathematicians and physicists since Antiquity, and more recently also by historians and educators.[2] Generally considered a relationship of great intimacy,[3] mathematics has been described as "an essential tool for physics"[4] and physics has been described as "a rich source of inspiration and insight in mathematics".[5] In his work Physics, one of the topics treated by Aristotle is about how the study carried out by mathematicians differs from that carried out by physicists.[6] Considerations about mathematics being the language of nature can be found in the ideas of the Pythagoreans: the convictions that "Numbers rule the world" and "All is number",[7][8] and two millennia later were also expressed by Galileo Galilei: "The book of nature is written in the language of mathematics".
Before giving a mathematical proof for the formula for the volume of a sphere, Archimedes used physical reasoning to discover the solution (imagining the balancing of bodies on a scale).[11] From the seventeenth century, many of the most important advances in mathematics appeared motivated by the study of physics, and this continued in the following centuries (although in the nineteenth century mathematics started to become increasingly independent from physics).[12][13] The creation and development of calculus were strongly linked to the needs of physics:[14] There was a need for a new mathematical language to deal with the new dynamics that had arisen from the work of scholars such as Galileo Galilei and Isaac Newton.[15] During this period there was little distinction between physics and mathematics;[16] as an example, Newton regarded geometry as a branch of mechanics.[17] As time progressed, increasingly sophisticated mathematics started to be used in physics. The current situation is that the mathematical knowledge used in physics is becoming increasingly sophisticated, as in the case of superstring theory.



Contents 1 Philosophical problems 2 Education 3 See also 4 References 5 Further reading 6 External links Philosophical problems Some of the problems considered in the philosophy of mathematics are the following: Explain the effectiveness of mathematics in the study of the physical world: "At this point an enigma presents itself which in all ages has agitated inquiring minds. How can it be that mathematics, being after all a product of human thought which is independent of experience, is so admirably appropriate to the objects of reality?" —Albert Einstein, in Geometry and Experience (1921).[19] Clearly delineate mathematics and physics: For some results or discoveries, it is difficult to say to which area they belong: to the mathematics or to physics.[20] What is the geometry of physical space?[21] What is the origin of the axioms of mathematics?[22] How does the already existing mathematics influence in the creation and development of physical theories?[23] Is arithmetic analytic or synthetic? (from Kant, see Analytic–synthetic distinction)[24] What is essentially different between doing a physical experiment to see the result and making a mathematical calculation to see the result? (from the Turing–Wittgenstein debate)[25] Do Gödel's incompleteness theorems imply that physical theories will always be incomplete? (from Stephen Hawking)[26][27] Is math invented or discovered? (millennia-old question, raised among others by Mario Livio)[28] Education In recent times the two disciplines have most often been taught separately, despite all the interrelations between physics and mathematics.[29] This led some professional mathematicians who were also interested in mathematics education, such as Felix Klein, Richard Courant, Vladimir Arnold and Morris Kline, to strongly advocate teaching mathematics in a way more closely related to the physical sciences Pure mathematics is the study of mathematical concepts independently of any application outside mathematics. These concepts may originate in real-world concerns, and the results obtained may later turn out to be useful for practical applications, but pure mathematicians are not primarily motivated by such applications. Instead, the appeal is attributed to the intellectual challenge and aesthetic beauty of working out the logical consequences of basic principles. While pure mathematics has existed as an activity since at least Ancient Greece, the concept was elaborated upon around the year 1900,[1] after the introduction of theories with counter-intuitive properties (such as non-Euclidean geometries and Cantor's theory of infinite sets), and the discovery of apparent paradoxes (such as continuous functions that are nowhere differentiable, and Russell's paradox). This introduced the need to renew the concept of mathematical rigor and rewrite all mathematics accordingly, with a systematic use of axiomatic methods. This led many mathematicians to focus on mathematics for its own sake, that is, pure mathematics. Nevertheless, almost all mathematical theories remained motivated by problems coming from the real world or from less abstract mathematical theories. Also, many mathematical theories, which had seemed to be totally pure mathematics, were eventually used in applied areas, mainly physics and computer science. A famous early example is Isaac Newton's demonstration that his law of universal gravitation implied that planets move in orbits that are conic sections, geometrical curves that had been studied in antiquity by Apollonius. Another example is the problem of factoring large integers, which is the basis of the RSA cryptosystem, widely used to secure internet communications.[2] It follows that, presently, the distinction between pure and applied mathematics is more a philosophical point of view or a mathematician's preference than a rigid subdivision of mathematics. In particular, it is not uncommon that some members of a department of applied mathematics describe themselves as pure mathematicians. Contents 1 History 1.1 Ancient Greece 1.2 19th century 1.3 20th century 2 Generality and abstraction 3 Pure vs. applied mathematics 4 See also 5 References 6 External links History Ancient Greece Ancient Greek mathematicians were among the earliest to make a distinction between pure and applied mathematics. Plato helped to create the gap between "arithmetic", now called number theory, and "logistic", now called arithmetic. Plato regarded logistic (arithmetic) as appropriate for businessmen and men of war who "must learn the art of numbers or [they] will not know how to array [their] troops" and arithmetic (number theory) as appropriate for philosophers "because [they have] to arise out of the sea of change and lay hold of true being."[3] Euclid of Alexandria, when asked by one of his students of what use was the study of geometry, asked his slave to give the student threepence, "since he must make gain of what he learns."[4] The Greek mathematician Apollonius of Perga was asked about the usefulness of some of his theorems in Book IV of Conics to which he proudly asserted,[5] They are worthy of acceptance for the sake of the demonstrations themselves, in the same way as we accept many other things in mathematics for this and for no other reason. And since many of his results were not applicable to the science or engineering of his day, Apollonius further argued in the preface of the fifth book of Conics that the subject is one of those that "...seem worthy of study for their own sake."[5] 19th century The term itself is enshrined in the full title of the Sadleirian Chair, Sadleirian Professor of Pure Mathematics, founded (as a professorship) in the mid-nineteenth century. The idea of a separate discipline of pure mathematics may have emerged at that time. The generation of Gauss made no sweeping distinction of the kind, between pure and applied. In the following years, specialisation and professionalisation (particularly in the Weierstrass approach to mathematical analysis) started to make a rift more apparent. 20th century At the start of the twentieth century mathematicians took up the axiomatic method, strongly influenced by David Hilbert's example. The logical formulation of pure mathematics suggested by Bertrand Russell in terms of a quantifier structure of propositions seemed more and more plausible, as large parts of mathematics became axiomatised and thus subject to the simple criteria of rigorous proof. Pure mathematics, according to a view that can be ascribed to the Bourbaki group, is what is proved. Pure mathematician became a recognized vocation, achievable through training. The case was made that pure mathematics is useful in engineering education:[6] There is a training in habits of thought, points of view, and intellectual comprehension of ordinary engineering problems, which only the study of higher mathematics can give. Generality and abstraction An illustration of the Banach–Tarski paradox, a famous result in pure mathematics. Although it is proven that it is possible to convert one sphere into two using nothing but cuts and rotations, the transformation involves objects that cannot exist in the physical world. One central concept in pure mathematics is the idea of generality; pure mathematics often exhibits a trend towards increased generality. Uses and advantages of generality include the following: Generalizing theorems or mathematical structures can lead to deeper understanding of the original theorems or structures Generality can simplify the presentation of material, resulting in shorter proofs or arguments that are easier to follow. One can use generality to avoid duplication of effort, proving a general result instead of having to prove separate cases independently, or using results from other areas of mathematics. Generality can facilitate connections between different branches of mathematics. Category theory is one area of mathematics dedicated to exploring this commonality of structure as it plays out in some areas of math. Generality's impact on intuition is both dependent on the subject and a matter of personal preference or learning style. Often generality is seen as a hindrance to intuition, although it can certainly function as an aid to it, especially when it provides analogies to material for which one already has good intuition. As a prime example of generality, the Erlangen program involved an expansion of geometry to accommodate non-Euclidean geometries as well as the field of topology, and other forms of geometry, by viewing geometry as the study of a space together with a group of transformations. The study of numbers, called algebra at the beginning undergraduate level, extends to abstract algebra at a more advanced level; and the study of functions, called calculus at the college freshman level becomes mathematical analysis and functional analysis at a more advanced level. Each of these branches of more abstract mathematics have many sub-specialties, and there are in fact many connections between pure mathematics and applied mathematics disciplines. A steep rise in abstraction was seen mid 20th century. In practice, however, these developments led to a sharp divergence from physics, particularly from 1950 to 1983. Later this was criticised, for example by Vladimir Arnold, as too much Hilbert, not enough Poincaré. The point does not yet seem to be settled, in that string theory pulls one way, while discrete mathematics pulls back towards proof as central. Pure vs. applied mathematics Mathematicians have always had differing opinions regarding the distinction between pure and applied mathematics. One of the most famous (but perhaps misunderstood) modern examples of this debate can be found in G.H. Hardy's A Mathematician's Apology. It is widely believed that Hardy considered applied mathematics to be ugly and dull. Although it is true that Hardy preferred pure mathematics, which he often compared to painting and poetry, Hardy saw the distinction between pure and applied mathematics to be simply that applied mathematics sought to express physical truth in a mathematical framework, whereas pure mathematics expressed truths that were independent of the physical world. Hardy made a separate distinction in mathematics between what he called "real" mathematics, "which has permanent aesthetic value", and "the dull and elementary parts of mathematics" that have practical use. Hardy considered some physicists, such as Einstein, and Dirac, to be among the "real" mathematicians, but at the time that he was writing the Apology he also considered general relativity and quantum mechanics to be "useless", which allowed him to hold the opinion that only "dull" mathematics was useful. Moreover, Hardy briefly admitted that—just as the application of matrix theory and group theory to physics had come unexpectedly—the time may come where some kinds of beautiful, "real" mathematics may be useful as well. Another insightful view is offered by Magid: I've always thought that a good model here could be drawn from ring theory. In that subject, one has the subareas of commutative ring theory and non-commutative ring theory. An uninformed observer might think that these represent a dichotomy, but in fact the latter subsumes the former: a non-commutative ring is a not-necessarily-commutative ring. If we use similar conventions, then we could refer to applied mathematics and nonapplied


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