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There are many technical and popular accounts, both in Russian and in other languages, of the non-Euclidean geometry of Lobachevsky and Bolyai, a few of which are listed in the Bibliography. This geometry, also called hyperbolic geometry, is part of the required subject matter of many mathematics departments in universities and teachers' colleges-a reflec tion of the view that familiarity with the elements of hyperbolic geometry is a useful part of the background of future high school teachers. Much attention is paid to hyperbolic geometry by school mathematics clubs. Some mathematicians and educators concerned with reform of the high school curriculum believe that the required part of the curriculum should include elements of hyperbolic geometry, and that the optional part of the curriculum should include a topic related to hyperbolic geometry. I The broad interest in hyperbolic geometry is not surprising. This interest has little to do with mathematical and scientific applications of hyperbolic geometry, since the applications (for instance, in the theory of automorphic functions) are rather specialized, and are likely to be encountered by very few of the many students who conscientiously study (and then present to examiners) the definition of parallels in hyperbolic geometry and the special features of configurations of lines in the hyperbolic plane. The principal reason for the interest in hyperbolic geometry is the important fact of "non-uniqueness" of geometry; of the existence of many geometric systems.
This classic text provides overview of both classic and hyperbolic geometries, placing the work of key mathematicians/ philosophers in historical context. Coverage includes geometric transformations, models of the hyperbolic planes, and pseudospheres.
One of the first college-level texts for elementary courses in non-Euclidean geometry, this volumeis geared toward students familiar with calculus. Topics include the fifth postulate, hyperbolicplane geometry and trigonometry, and elliptic plane geometry and trigonometry. Extensiveappendixes offer background information on Euclidean geometry, and numerous exercisesappear throughout the text.Reprint of the Holt, Rinehart & Winston, Inc., New York, 1945 edition
The Russian edition of this book appeared in 1976 on the hundred-and-fiftieth anniversary of the historic day of February 23, 1826, when LobaeevskiI delivered his famous lecture on his discovery of non-Euclidean geometry. The importance of the discovery of non-Euclidean geometry goes far beyond the limits of geometry itself. It is safe to say that it was a turning point in the history of all mathematics. The scientific revolution of the seventeenth century marked the transition from "mathematics of constant magnitudes" to "mathematics of variable magnitudes. " During the seventies of the last century there occurred another scientific revolution. By that time mathematicians had become familiar with the ideas of non-Euclidean geometry and the algebraic ideas of group and field (all of which appeared at about the same time), and the (later) ideas of set theory. This gave rise to many geometries in addition to the Euclidean geometry previously regarded as the only conceivable possibility, to the arithmetics and algebras of many groups and fields in addition to the arith metic and algebra of real and complex numbers, and, finally, to new mathe matical systems, i. e. , sets furnished with various structures having no classical analogues. Thus in the 1870's there began a new mathematical era usually called, until the middle of the twentieth century, the era of modern mathe matics.
Renowned for its lucid yet meticulous exposition, this classic allows students to follow the development of non-Euclidean geometry from a fundamental analysis of the concept of parallelism to more advanced topics. 1914 edition. Includes 133 figures.
This book is a text for junior, senior, or first-year graduate courses traditionally titled Foundations of Geometry and/or Non Euclidean Geometry. The first 29 chapters are for a semester or year course on the foundations of geometry. The remaining chap ters may then be used for either a regular course or independent study courses. Another possibility, which is also especially suited for in-service teachers of high school geometry, is to survey the the fundamentals of absolute geometry (Chapters 1 -20) very quickly and begin earnest study with the theory of parallels and isometries (Chapters 21 -30). The text is self-contained, except that the elementary calculus is assumed for some parts of the material on advanced hyperbolic geometry (Chapters 31 -34). There are over 650 exercises, 30 of which are 10-part true-or-false questions. A rigorous ruler-and-protractor axiomatic development of the Euclidean and hyperbolic planes, including the classification of the isometries of these planes, is balanced by the discussion about this development. Models, such as Taxicab Geometry, are used exten sively to illustrate theory. Historical aspects and alternatives to the selected axioms are prominent. The classical axiom systems of Euclid and Hilbert are discussed, as are axiom systems for three and four-dimensional absolute geometry and Pieri's system based on rigid motions. The text is divided into three parts. The Introduction (Chapters 1 -4) is to be read as quickly as possible and then used for ref erence if necessary.