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 83
Stran 2
... method for summing arithmetic progressions). Like most biographical comments, the story also reminds students that there are real people behind the mathematics that they learn, that someone had to discover the formulas and come up with ...
... method for summing arithmetic progressions). Like most biographical comments, the story also reminds students that there are real people behind the mathematics that they learn, that someone had to discover the formulas and come up with ...
Stran 9
... method is essentially the same as in Roman numerals, except that only powers of ten are used. The other system was more complicated, still based on powers of ten but with many more symbols. (See Sketch 1.) • Their basic arithmetic ...
... method is essentially the same as in Roman numerals, except that only powers of ten are used. The other system was more complicated, still based on powers of ten but with many more symbols. (See Sketch 1.) • Their basic arithmetic ...
Stran 10
... methods were discovered. The history of ancient Iraq spans thousands of years and a number of cultures, including ... methods being demonstrated. Scholars have developed a good picture of what those methods might have been, but, like all ...
... methods were discovered. The history of ancient Iraq spans thousands of years and a number of cultures, including ... methods being demonstrated. Scholars have developed a good picture of what those methods might have been, but, like all ...
Stran 11
... methods for solving quadratic equations were probably based on a “cut-and-paste geometry” in which pieces of ... method. (See Sketch 10.) • Babylonian geometry, like that of the Egyptians, was devoted mainly to measurement. They ...
... methods for solving quadratic equations were probably based on a “cut-and-paste geometry” in which pieces of ... method. (See Sketch 10.) • Babylonian geometry, like that of the Egyptians, was devoted mainly to measurement. They ...
Stran 12
... methods. Once a method for solving a certain kind of problem was on hand, the scribes seemed to revel in constructing more and more elaborate problems that could be solved by that method. Keep in mind, however, that most of what we have ...
... methods. Once a method for solving a certain kind of problem was on hand, the scribes seemed to revel in constructing more and more elaborate problems that could be solved by that method. Keep in mind, however, that most of what we have ...
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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