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Human Language and Mathematics, 2007.
This paper discuses that mathematics and human language are very similar in structure and form because they can both be broken down into ever smaller functional units.
1,520 words (approx. 6.1 pages), 2 sources, MLA, $ 50.95
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Abstract
This paper explains that regressions are preformed all the time in mathematics, which involve the division of numbers into innate and precise formal units; however, this is not a common practice in human language other than by theorists of deconstruction techniques. The author points out that the deconstruction of language, both verbal and non-verbal, has been a practice of linguists, philosophers and critical theorists for many years. The paper relates that verbal and non-verbal human communication is comprised of both signs and symbols,which together form a recognized code, or what laymen commonly refer to as a language. The author underscores that there is a significant problem in reaching some consensus on what constitutes a verbal sign or symbol because of significant confusion regarding both meaning and intent.
From the Paper
"The solution to developing a better understanding of the relationship between sign and symbol in order to make the case for a deep similarity between human language and mathematics is to develop a more pragmatic framework within which to develop a more complete paradigm of the communicative process of verbal and non-verbal communication. Devlin does this when he speaks of the grammar generated, deep structure strings in the text of the "Language in the Mind". Some theorists say this need is a distinction that must be better developed between components of a sign to define as the signified and the signifier."
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Natural Human Languages and Mathematics, 2005.
This paper discusses the similarities of human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
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Abstract
This paper relates that one often hears people say, "I am good with languages but useless at math" and vice versa as if the two were entirely opposite ways of thinking. The author points out that closer examination of human language and mathematics reveals a surprising number of similarities. The paper states that the most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax i.e. a set of rules that governs them.
From the Paper
"Human languages and mathematics seem on the face of it to be very different things. One often hears people say "I am good with languages, but useless at math", and vice versa, as if the two were entirely opposite ways of thinking. However, closer examination reveals a surprising number of similarities. The most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax, i.e. a set of rules that governs them. In the case of language, this is a set of rules that governs how the words may be put together. "
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Language and Mathematics, 2006.
Discusses the similarities between natural human languages and mathematics.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
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Abstract
Normally, natural human languages and mathematics are regarded as being diametrically opposed to one another. Mathematics is formal and is marked by precision; the objects of theory must be carefully defined so that the informal can be formalized. Natural human language on the other hand is flexible, and one term can denote not just multiple meanings but opposing ones as well. This paper explains that, in spite of these differences, human language and mathematics actually share common ground such as the fact that both human language and the language of mathematics actually have a precise formal structure.
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Language and Mathematics, 2005.
This paper discusses the similarities of language and mathematics.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper explains that language and mathematics are similar in that they both have rules. The author points out that people make assumptions when it comes to language and mathematics, which may not be proven and only are assumed to be correct. The paper relates that mathematics and language have many similarities such as syntax and semantics.
From the Paper
""Colorless green ideas sleep furiously," are words with specific meaning but put together in a sentence they clearly lack meaning (Devlin, Born). Does language and communication mean the same thing? Do the formulas for mathematics always have the same answers? Language and mathematics do not always make sense without the formal rules of syntax. People make assumptions when it comes to language and mathematics that may not be proven and only assumed to be correct. Mathematics and language have many similarities such as syntax and semantics."
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Language and Mathematics, 2005.
This paper explores the similarities that exist between language and mathematics.
675 words (approx. 2.7 pages), 4 sources, $ 26.95
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Abstract
This paper explains that obvious similarities conclude that human language may be reducible to mathematical formulation. The author points out that that mathematics consists of sets of axioms in which statements can be either true or not. The paper relates, while this does not necessarily seem very much like language, Godel's Incompleteness Theorem relates that meaning can exist outside of axiomatic sets, providing a new basis for similarity.
From the Paper
"It should not be surprising that mathematicians and linguists have drawn parallels between these two disciplines. There are obvious similarities that have made many believe that human language may be reducible to mathematical formulation. Some have even attempted to use the assumption to teach machines how to speak, constructing complex utterances based on a limited number of syntactical rules. However, these efforts and others to fully connect mathematics and language have proved largely unsuccessful. The following paper will briefly examine some of the similarities between language and mathematics. By its nature, language has a combinational structure, known as syntax or grammar, that permits the communication of complex ideas (Devlin "Born")."
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Language and Mathematics, 2002.
A comparison between mathematical statements and language structures.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This essay talks about the similarity between mathematical statements and language structures. What is essential to both is that there are fixed rules which determine what mathematical symbols have meaning and what do not. Language also functions in a similar way. As Keith Devlin states, all languages are variations on a single theme (Devlin 7). Thus, Both mathematics and language are governed by particular rules that are syntactically or structurally similar.
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Natural Human Languages and Mathematics, 2005.
This paper examines the similarities between natural human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
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Abstract
This paper relates that both natural human language and the language of mathematics have a precise formal syntax. The author points out that they both offer meaning in the form of semantics and rely upon a body of commonly held assumptions. The paper concludes that both language and mathematics formalizes the informal in order to facilitate the communication and comprehension of meaning.
From the Paper
"Upon considering the relationship between natural human language and mathematics, it becomes evident that a number of similarities exist, for both natural human language and the language of mathematics have a precise formal syntax, both offer meaning in the form of semantics, and both rely upon a body of commonly held assumptions. Each of them formalizes the informal in order to facilitate the communication and comprehension of meaning. Lewis Carroll offers examples of the relationship between natural human language and mathematics in his dialogue between the Tortoise and Achilles, for their conversation reveals how linguistic uses of logic are similar to mathematical equations."
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Mathematics and Language, 2002.
Compares and gives similarities of mathematics and language.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper discusses the similarity between mathematics and language. Human languages have certain structures that facilitate the expression of ideas. These structures operate by the same rules as mathematics.
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Programming Paradigms and Mathematics, 2008.
This paper looks at programming languages that are grounded in mathematical logic.
762 words (approx. 3.0 pages), 3 sources, MLA, $ 27.95
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Abstract
The paper outlines the paradigms within the programming arena that have a close link to mathematical logic and provides an explanation for that link. The paper points out that it is difficult to separate the mathematical logic from the programming paradigms, which highlights how connected each programming logic is to the mathematical concepts, functions, methods and logic.
From the Paper
"The procedural paradigm refers to the programming language that specifies steps it takes to reach a desired state. Within the language the operations contain a series of steps that are completed to finalize a desired action. The object-oriented paradigm is the programming language where each object is considered a separate entity that translates processes, receives and sends data throughout the process, (Hudak 360). The objects are collectively responsible for operations, but each object has its clearly defined role within the system. Functional programming paradigm uses mathematical functions for processing and evaluating data, and focuses on the application of functions as the avenue for programming languages. The logic paradigm is the mathematical concepts for computer programming, with the programming language utilizing logic for the problem solving and model development process."
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, $ 83.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, $ 23.95
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From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, $ 43.95
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Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
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Biology, Evolution and Mathematics, 2005.
This paper studies the connections between biology, evolution and mathematics.
675 words (approx. 2.7 pages), 6 sources, $ 26.95
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Abstract
This paper examines the question of what mathematical premises would be dependent on the biological and physical evolution of a given species, assuming of course that we knew other intelligent species had evolved. The writer discusses that some critics suppose that language and mathematics by extension are dependent upon the physical parameters set out by the body. The writer explains: ten fingers and hence a decimated numerical system. This essay probes that assumption.
From the Paper
"There is almost certainly a connection between biology and the ability to conceptualize. The basic logical processes that we, as humans, often take for granted are in reality quite dependent upon our own physical evolution. How likely is it that we would have developed a base ten numerical system if we didn't just happen to have ten fingers? It would be perfectly plausible to have a base six system or base twelve, for example. But the question becomes how much of mathematics is a product of biological evolution and how much of it exists unto itself."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Educational Decrease in Language and Art, 2006.
Examines the change in high school students' interests in the arts and mathematics.
2,300 words (approx. 9.2 pages), 10 sources, APA, $ 79.95
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Abstract
This paper discusses the general problem of decreased achievement among high school students in language arts and mathematics. It looks at the significance and impact of the problem, the interests of high school students and presents a research design to investigate the problem.
From the Paper
"The general problem is that high school students demonstrate decreased achievement levels in mathematics and language arts literacy compared to middle school levels..."
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