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The consequence of these features is that a mathematical text is generally not understandable without some prerequisite knowledge. For example, the sentence "a free module is a module that has a basis" is perfectly correct, although it appears only as a grammatically correct nonsense, when one does not know the definitions of basis, module, and free module.
A sentence can be viewed as expressing a proposition, something that must be true or false. The restriction of having no free variables is needed to make sure that sentences can have concrete, fixed truth values: as the free variables of a (general) formula can range over several values, the truth value of such a formula may vary.
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In this example, both sentences happen to have the common form () for some individual , in the first sentence the value of the variable x is "Socrates", and in the second sentence it is "Plato". Due to the ability to speak about non-logical individuals along with the original logical connectives, first-order logic includes propositional logic.
Those who build their critical mathematics pedagogy out of critical pedagogy focus on empowerment of the learners as experts and actors for change in their own world. . Critical mathematics pedagogy demands that students and teachers use mathematics to understand "relations of power, resource inequalities between different social groups and explicit discrimination" [1] in order to take action for
The Löwenheim–Skolem theorem (1919) showed that if a set of sentences in a countable first-order language has an infinite model then it has at least one model of each infinite cardinality. This shows that it is impossible for a set of first-order axioms to characterize the natural numbers, the real numbers, or any other infinite structure up ...
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