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In this early textbook by mathematician Augustus De Morgan and first published in 1836, serious students of math will find useful lessons, explanations, and diagrams. Math and math textbooks of his time were found to be generally inaccessible to the public at large, so De Morgan, who believed that everyone should be educated in mathematics because it was so essential to science and modern life, relies on simple, straightforward, and easy-to-understand language, despite the depth of his topic. Among the areas covered here are: infinitely small quantities, infinite series, ratios of continuously increasing or decreasing quantities, and algebraical geometry.British mathematician Augustus De Morgan (1806-1871) invented the term mathematical induction. Among his many published works is Trigonometry and Double Algebra and A Budget of Paradoxes.
Gestrinov zbornik je zbornik razprav v počastitev osemdesetletnice nestorja slovenske zgodovine akad. prof. dr. Ferda Gestrina. Zbornik poleg predgovora prinaša 48 prispevkov uglednih domačih in tujih avtorjev. V uvodnem delu so združeni bio- in bibliografski podatki o jubilantu. Ostali prispevki so razvrščeni v pet tematskih sklopov. Prvi zajema pet razprav, ki posegajo v obravnavo mediteranskega prostora. Nadaljnji blok devetih prispevkov slika zgodovino vzhodnoalpskega prostora v srednjem in novem veku. Sledi skupina desetih razprav o gospodarski zgodovini. četrti sklop vsebuje dvanajst prispevkov, ki slikajo politično in populacijsko zgodovino od srede 19. stoletja do druge svetovne vojne. Zadnja, peta skupina sedmih prispevkov je heterogena, obravnava pa tematiko šolstva in izobrazbe, teoretična, historiografska in filozofska vprašanja.
​This book is a history of complex function theory from its origins to 1914, when the essential features of the modern theory were in place. It is the first history of mathematics devoted to complex function theory, and it draws on a wide range of published and unpublished sources. In addition to an extensive and detailed coverage of the three founders of the subject – Cauchy, Riemann, and Weierstrass – it looks at the contributions of authors from d’Alembert to Hilbert, and Laplace to Weyl. Particular chapters examine the rise and importance of elliptic function theory, differential equations in the complex domain, geometric function theory, and the early years of complex function theory in several variables. Unique emphasis has been devoted to the creation of a textbook tradition in complex analysis by considering some seventy textbooks in nine different languages. The book is not a mere sequence of disembodied results and theories, but offers a comprehensive picture of the broad cultural and social context in which the main actors lived and worked by paying attention to the rise of mathematical schools and of contrasting national traditions. The book is unrivaled for its breadth and depth, both in the core theory and its implications for other fields of mathematics. It documents the motivations for the early ideas and their gradual refinement into a rigorous theory.​
For more than two thousand years some familiarity with mathematics has been regarded as an indispensable part of the intellectual equipment of every cultured person. Today the traditional place of mathematics in education is in grave danger. Unfortunately, professional representatives of mathematics share in the reponsibiIity. The teaching of mathematics has sometimes degen erated into empty drill in problem solving, which may develop formal ability but does not lead to real understanding or to greater intellectual indepen dence. Mathematical research has shown a tendency toward overspecialization and over-emphasis on abstraction. Applications and connections with other fields have been neglected . . . But . . . understanding of mathematics cannot be transmitted by painless entertainment any more than education in music can be brought by the most brilliant journalism to those who never have lis tened intensively. Actual contact with the content of living mathematics is necessary. Nevertheless technicalities and detours should be avoided, and the presentation of mathematics should be just as free from emphasis on routine as from forbidding dogmatism which refuses to disclose motive or goal and which is an unfair obstacle to honest effort. (From the preface to the first edition of What is Mathematics? by Richard Courant and Herbert Robbins, 1941.
While it is well known that the Delian problems are impossible to solve with a straightedge and compass – for example, it is impossible to construct a segment whose length is cube root of 2 with these instruments – the discovery of the Italian mathematician Margherita Beloch Piazzolla in 1934 that one can in fact construct a segment of length cube root of 2 with a single paper fold was completely ignored (till the end of the 1980s). This comes as no surprise, since with few exceptions paper folding was seldom considered as a mathematical practice, let alone as a mathematical procedure of inference or proof that could prompt novel mathematical discoveries. A few questions immediately arise: Why did paper folding become a non-instrument? What caused the marginalisation of this technique? And how was the mathematical knowledge, which was nevertheless transmitted and prompted by paper folding, later treated and conceptualised? Aiming to answer these questions, this volume provides, for the first time, an extensive historical study on the history of folding in mathematics, spanning from the 16th century to the 20th century, and offers a general study on the ways mathematical knowledge is marginalised, disappears, is ignored or becomes obsolete. In doing so, it makes a valuable contribution to the field of history and philosophy of science, particularly the history and philosophy of mathematics and is highly recommended for anyone interested in these topics.