Necessity, Contingency and Counterfactuals in Mathematics
Lead Research Organisation:
UNIVERSITY OF OXFORD
Department Name: Philosophy
Abstract
Some facts are contingent: although actually true, they could have been false. Other facts appear to be necessary: their being false is objectively impossible. The distinction has figured prominently in systematic philosophy from its beginnings.
At least some mathematical facts appear to be necessarily true. Three plus three must equal six, for instance, and couldn't have equaled seven instead. Philosophers have long held that, in fact, all mathematical truths are absolutely necessary. This project considers whether and to what extent the received wisdom is correct. In doing so, it aims to clarify the roles of necessity, contingency and counterfactual reasoning in mathematical practice.
The project has three components. The first part, "The Necessity of the Axioms", is concerned with the axioms of Zermelo-Fraenkel set theory with Choice (ZFC), which has long served as the official foundation for mathematics. I argue that the ZFC axioms are not all necessarily true. The second part of the project, "Coincidence, Contingency and Almost False Theorems", deals with the phenomenon of mathematical facts which mathematicians judge to be only barely true. I argue that such theorems are good candidates for contingent mathematical truths, and that this insight has important consequences for our thinking about contingency and explanation. The third part of the project, "Counterfactuals in Mathematical Practice", explores the nature and epistemic goals of counterfactual reasoning in mathematics. I focus on the case of "Siegel zeros" in analytic number theory: objects which are strongly believed not to exist, but which are the subject of extensive theorizing. Together, the parts of the project represent a major challenge to long-held views on the necessity of mathematics.
At least some mathematical facts appear to be necessarily true. Three plus three must equal six, for instance, and couldn't have equaled seven instead. Philosophers have long held that, in fact, all mathematical truths are absolutely necessary. This project considers whether and to what extent the received wisdom is correct. In doing so, it aims to clarify the roles of necessity, contingency and counterfactual reasoning in mathematical practice.
The project has three components. The first part, "The Necessity of the Axioms", is concerned with the axioms of Zermelo-Fraenkel set theory with Choice (ZFC), which has long served as the official foundation for mathematics. I argue that the ZFC axioms are not all necessarily true. The second part of the project, "Coincidence, Contingency and Almost False Theorems", deals with the phenomenon of mathematical facts which mathematicians judge to be only barely true. I argue that such theorems are good candidates for contingent mathematical truths, and that this insight has important consequences for our thinking about contingency and explanation. The third part of the project, "Counterfactuals in Mathematical Practice", explores the nature and epistemic goals of counterfactual reasoning in mathematics. I focus on the case of "Siegel zeros" in analytic number theory: objects which are strongly believed not to exist, but which are the subject of extensive theorizing. Together, the parts of the project represent a major challenge to long-held views on the necessity of mathematics.
Organisations
Publications
Bales A
(2024)
Artificial Intelligence: Arguments for Catastrophic Risk
in Philosophy Compass
D'Alessandro W
(2024)
A noetic account of explanation in mathematics
in The Philosophical Quarterly
D'Alessandro W
(2024)
Mature intuition and mathematical understanding
in The Journal of Mathematical Behavior
D'Alessandro W
(2024)
Deontology and safe artificial intelligence
in Philosophical Studies
D'Alessandro, W.
Toward a Methodology for the Philosophy of Mathematical Practice
in Philosophy of Science
| Description | What were the most significant achievements from the award? A publication in a top-three mathematics education journal, the Journal of Mathematical Behavior, on intuition and understanding. A publication on a novel theory of mathematical explanation in a top-ten philosophy journal, Philosophical Quarterly. A publication on philosophy of mathematical practice in Philosophy of Science, a leading specialist journal. Two publications on philosophy of AI completed during the beginning of the award period (based on pre-existing commitments). To what extent were the award objectives met? If you can, briefly explain why any key objectives were not met. The award ended prematurely (after 10 months rather than two years) due to D'Alessandro accepting a tenure-track academic position in the US, so the majority of the planned research wasn't completed during the fellowship period. Still, the award was instrumental in supporting a number of significant publications in philosophy of mathematics and elsewhere. The career-advancement and mentoring goals of the fellowship were also met. D'Alessandro made contacts with several subsequent collaborators while at Oxford, and will be contributing a chapter to the upcoming Blackwell Companion to the Philosophy of Mathematics edited by the award supervisor, Professor A.C. Paseau. |
| Exploitation Route | D'Alessandro is in discussions with Oxford University Press about a monograph on explanation and understanding in mathematics, which would carry forward several of his fellowship-supported projects. He hopes to have already broken ground on new discussions in philosophy of mathematics with his award-supported work on intuition, explanation and mathematical practice, and he plans to continue working on these topics. |
| Sectors | Education |
| Description | As the award period concluded only seven months ago, it's difficult to assess non-academic impacts to date. D'Alessandro's paper in the Journal of Mathematical Behavior, coauthored with a mathematics education researcher, is well positioned to influence the theory and practice of mathematics teaching in primary-school and undergraduate settings, but witnessing such impacts will require a longer time horizon. |
| First Year Of Impact | 2025 |
| Sector | Education |
