Math through the Ages: A Gentle History for Teachers and Others Expanded Second EditionAmerican Mathematical Soc., 5. maj 2020 - 331 strani `Math through the Ages' is a treasure, one of the best history of math books at its level ever written. Somehow, it manages to stay true to a surprisingly sophisticated story, while respecting the needs of its audience. Its overview of the subject captures most of what one needs to know, and the 30 sketches are small gems of exposition that stimulate further exploration. --Glen van Brummelen, Quest University, President (2012-14) of the Canadian Society for History and Philosophy of Mathematics Where did math come from? Who thought up all those algebra symbols, and why? What is the story behind $pi$? ... negative numbers? ... the metric system? ... quadratic equations? ... sine and cosine? ... logs? The 30 independent historical sketches in Math through the Ages answer these questions and many others in an informal, easygoing style that is accessible to teachers, students, and anyone who is curious about the history of mathematical ideas. Each sketch includes Questions and Projects to help you learn more about its topic and to see how the main ideas fit into the bigger picture of history. The 30 short stories are preceded by a 58-page bird's-eye overview of the entire panorama of mathematical history, a whirlwind tour of the most important people, events, and trends that shaped the mathematics we know today. ``What to Read Next'' and reading suggestions after each sketch provide starting points for readers who want to learn more. This book is ideal for a broad spectrum of audiences, including students in history of mathematics courses at the late high school or early college level, pre-service and in-service teachers, and anyone who just wants to know a little more about the origins of mathematics. |
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Zadetki 1–5 od 35
Stran xii
... discussions for most of the Projects, and suggested sources for further research. Many people contributed in many ways to the preparation of this extended edition. Special thanks to Otto Bretscher (Mathematics, Colby College), Zaven ...
... discussions for most of the Projects, and suggested sources for further research. Many people contributed in many ways to the preparation of this extended edition. Special thanks to Otto Bretscher (Mathematics, Colby College), Zaven ...
Stran 14
... discuss it further in detail. We know even less about very early Indian mathematics. There is evidence of a workable ... discussion about the Surface areas and volumes of solids. Other early sources show an interest in very large numbers ...
... discuss it further in detail. We know even less about very early Indian mathematics. There is evidence of a workable ... discussion about the Surface areas and volumes of solids. Other early sources show an interest in very large numbers ...
Stran 17
... discussing and studying mathematike, “that which is learned.” Many of the ideas and achievements of the later Pythagoreans probably were eventually attributed to Pythagoras himself. Most scholars believe that Pythagoras himself was not ...
... discussing and studying mathematike, “that which is learned.” Many of the ideas and achievements of the later Pythagoreans probably were eventually attributed to Pythagoras himself. Most scholars believe that Pythagoras himself was not ...
Stran 19
... discussing correct reaSoning. This suggests that by his time mathematicians were already engaged in working out formal proofs of mathematical statements. Around this time, they probably began to understand that in order to prove ...
... discussing correct reaSoning. This suggests that by his time mathematicians were already engaged in working out formal proofs of mathematical statements. Around this time, they probably began to understand that in order to prove ...
Stran 23
... discussion of “the method of analysis.” Roughly speaking, “analysis” was the method for discovering a proof or a solution, while “synthesis” was the deductive argument that gave the proof or the construction. Euclid's Elements, for ...
... discussion of “the method of analysis.” Roughly speaking, “analysis” was the method for discovering a proof or a solution, while “synthesis” was the deductive argument that gave the proof or the construction. Euclid's Elements, for ...
Vsebina
1 | |
5 | |
Sketches | 67 |
What to Read Next | 287 |
When They Lived | 295 |
Bibliography | 301 |
Index | 319 |
About the Authors | 333 |
Back cover | 334 |
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