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 2
... true. In the case of our example, it's actually not hard to settle at least some of these questions. The story was told to his friends by Gauss himself when he was older. There is no particular reason to doubt its truth, though it's ...
... true. In the case of our example, it's actually not hard to settle at least some of these questions. The story was told to his friends by Gauss himself when he was older. There is no particular reason to doubt its truth, though it's ...
Stran 3
... true. So, when using an anecdote, it's probably a good idea to make some sort of verbal gesture to suggest to students that what they are hearing may not necessarily be the strict historical truth. The main limitation of using ...
... true. So, when using an anecdote, it's probably a good idea to make some sort of verbal gesture to suggest to students that what they are hearing may not necessarily be the strict historical truth. The main limitation of using ...
Stran 6
... true, but sometimes historical research has changed our view of what happened. And sometimes historians are still arguing about the right story. In order to stay short, this survey ignores many of these subtleties. To make up for this ...
... true, but sometimes historical research has changed our view of what happened. And sometimes historians are still arguing about the right story. In order to stay short, this survey ignores many of these subtleties. To make up for this ...
Stran 19
... true, since the earliest surviving text that mentions the inscription was written more than 700 years after Plato's time. Nevertheless, such an inscription would be consistent with his attitude towards mathematics. For example, he ...
... true, since the earliest surviving text that mentions the inscription was written more than 700 years after Plato's time. Nevertheless, such an inscription would be consistent with his attitude towards mathematics. For example, he ...
Stran 55
Dosegli ste zgornjo mejo števila strani te knjige, ki je na voljo.
Dosegli ste zgornjo mejo števila strani te knjige, ki je na voljo.
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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19th century algebra angle answer appeared approach Arabic arithmetic basic became become began calculate called century circle complex considered construct course curve decimal described developed discussion Display early equal equations Euclid example explain expressed fact Fermat figure formula fractions geometry give given Greek ideas important Indian infinite interesting Italy kind known later learned length less logical Look math mathematicians mathematics means measure method negative numbers notation numbers plane positive powers Press probably problems Projects proof prove published quantities questions ratio reference represent roots scholars seems segment showed side sine Sketch solution solve sources square step story symbols tangent texts theorem theory things translated triangle true understand unit University whole write written wrote