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| math encounters with high school students: Math! Serge Lang, 2013-03-14 |
| math encounters with high school students: Mathematical Encounters Paul Chika Emekwulu, 2010-12-29 Norman Author Pens Innovative Math Book Mathematical Encounters for the Inquisitive Mind a new work by Paul Chika Emekwulu of Norman takes an original approach to math. Emekwulu, an award-winning author and motivational speaker, hopes his works has something for everyone. The work is not strictly in line with any traditional curriculum. Sample Chapters include: A Student ́s Logic Under Trial: Verifying a summation strategy for first n Fibonacci numbers From Murder Scene to Building and Transforming Word Problems into Simple Equations Using Your Intuition for Self-Empowerment Mathematics Behind Bars: My Experience with U.S. Immigration (Courtesy of The Norman Transcript) |
| math encounters with high school students: The Beauty of Doing Mathematics Serge Lang, 1985-09-04 |
| math encounters with high school students: Geometry Serge Lang, Gene Murrow, 2013-04-17 From the reviews: A prominent research mathematician and a high school teacher have combined their efforts in order to produce a high school geometry course. The result is a challenging, vividly written volume which offers a broader treatment than the traditional Euclidean one, but which preserves its pedagogical virtues. The material included has been judiciously selected: some traditional items have been omitted, while emphasis has been laid on topics which relate the geometry course to the mathematics that precedes and follows. The exposition is clear and precise, while avoiding pedantry. There are many exercises, quite a number of them not routine. The exposition falls into twelve chapters: 1. Distance and Angles.- 2. Coordinates.- 3. Area and the Pythagoras Theorem.- 4. The Distance Formula.- 5. Some Applications of Right Triangles.- 6. Polygons.- 7. Congruent Triangles.- 8. Dilatations and Similarities.- 9. Volumes.- 10. Vectors and Dot Product.- 11. Transformations.- 12. Isometries.This excellent text, presenting elementary geometry in a manner fully corresponding to the requirements of modern mathematics, will certainly obtain well-merited popularity. Publicationes Mathematicae Debrecen#1 |
| math encounters with high school students: Popular Culture, Educational Discourse, and Mathematics Peter M. Appelbaum, 1995-04-26 This ground-breaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an extreme case, since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaums juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of common sense distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture |
| math encounters with high school students: Math Talks for Undergraduates Serge Lang, 2012-12-06 For many years Serge Lang has given talks to undergraduates on selected items in mathematics which could be extracted at a level understandable by students who have had calculus. Written in a conversational tone, Lang now presents a collection of those talks as a book. The talks could be given by faculty, but even better, they may be given by students in seminars run by the students themselves. Undergraduates, and even some high school students, will enjoy the talks which cover prime numbers, the abc conjecture, approximation theorems of analysis, Bruhat-Tits spaces, harmonic and symmetric polynomials, and more in a lively and informal style. |
| math encounters with high school students: Mathemagics Arthur Benjamin, Michael Shermer, 1998 Using proven techniques, this volume shows how to add, subtract, multiply and divide faster than is possible with a calculator or pencil and paper, and helps readers conquer their nervousness about math. |
| math encounters with high school students: Undergraduate Algebra Serge Lang, 2013-06-29 This book, together with Linear Algebra, constitutes a curriculum for an algebra program addressed to undergraduates. The separation of the linear algebra from the other basic algebraic structures fits all existing tendencies affecting undergraduate teaching, and I agree with these tendencies. I have made the present book self contained logically, but it is probably better if students take the linear algebra course before being introduced to the more abstract notions of groups, rings, and fields, and the systematic development of their basic abstract properties. There is of course a little overlap with the book Lin ear Algebra, since I wanted to make the present book self contained. I define vector spaces, matrices, and linear maps and prove their basic properties. The present book could be used for a one-term course, or a year's course, possibly combining it with Linear Algebra. I think it is important to do the field theory and the Galois theory, more important, say, than to do much more group theory than we have done here. There is a chapter on finite fields, which exhibit both features from general field theory, and special features due to characteristic p. Such fields have become important in coding theory. |
| math encounters with high school students: Collected Papers I Serge Lang, 2000-04-20 Serge Lang is not only one of the top mathematicians of our time, but also an excellent writer. He has made innumerable and invaluable contributions in diverse fields of mathematics and was honoured with the Cole Prize by the American Mathematical Society as well as with the Prix Carriere by the French Academy of Sciences. Here, 83 of his research papers are collected in four volumes, ranging over a variety of topics of interest to many readers. |
| math encounters with high school students: Mathematics for Engineers and Scientists Vinh Phu Nguyen, 2025-01-28 A majority of mathematics textbooks are written in a rigorous, concise, dry, and boring way. On the other hands, there exist excellent, engaging, fun-to-read popular math books. The problem with these popular books is the lack of mathematics itself. This book is a blend of both. It provides a mathematics book to read, to engage with, and to understand the whys — the story behind the theorems. Written by an engineer, not a mathematician, who struggled to learn math in high school and in university, this book explains in an informal voice the mathematics that future and current engineering and science students need to acquire. If we learn math to understand it, to enjoy it, not to pass a test or an exam, we all learn math better and there is no such a thing that we call math phobia. With a slow pace and this book, everyone can learn math and use it, as the author did at the age of 40 and with a family to take care of. |
| math encounters with high school students: Algebra Serge Lang, 2005-06-21 This book is intended as a basic text for a one year course in algebra at the graduate level or as a useful reference for mathematicians and professionals who use higher-level algebra. This book successfully addresses all of the basic concepts of algebra. For the new edition, the author has added exercises and made numerous corrections to the text. From MathSciNet's review of the first edition: The author has an impressive knack for presenting the important and interesting ideas of algebra in just the right way, and he never gets bogged down in the dry formalism which pervades some parts of algebra. |
| math encounters with high school students: Short Calculus Serge Lang, 2012-12-06 Praise for the first edition: ..Lang's present book is a source of interesting ideas and brilliant techniques. Acta Scientiarum Mathematicarum ..It is an admirable straightforward introduction to calculus. Mathematika This is a reprint of A First Course in Calculus, which has gone through five editions since the early sixties. It covers all the topics traditionally taught in the first-year calculus sequence in a brief and elementary fashion. As sociological and educational conditions have evolved in various ways over the past four decades, it has been found worthwhile to make the original edition available again. The audience consists of those taking the first calculus course, in high school or college. The approach is the one which was successful decades ago, involving clarity, and adjusted to a time when the students' background was not as substantial as it might be. We are now back to those times, so its time to start over again. There are no epsilons-delta, but this does not imply that the book is not rigorous. Lang learned this attitude from Emil Artin, around 1950. |
| math encounters with high school students: Collected Papers II Serge Lang, 2000-05-19 Serge Lang is not only one of the top mathematicians of our time, but also an excellent writer. He has made innumerable and invaluable contributions in diverse fields of mathematics and was honoured with the Cole Prize by the American Mathematical Society as well as with the Prix Carriere by the French Academy of Sciences. Here, 83 of his research papers are collected in four volumes, ranging over a variety of topics of interest to many readers. |
| math encounters with high school students: Undergraduate Analysis Serge Lang, 2013-03-14 The present volume is a text designed for a first course in analysis. Although it is logically self-contained, it presupposes the mathematical maturity acquired by students who will ordinarily have had two years of calculus. When used in this context, most of the first part can be omitted, or reviewed extremely rapidly, or left to the students to read by themselves. The course can proceed immediately into Part Two after covering Chapters o and 1. However, the techniques of Part One are precisely those which are not emphasized in elementary calculus courses, since they are regarded as too sophisticated. The context of a third-year course is the first time that they are given proper emphasis, and thus it is important that Part One be thoroughly mastered. Emphasis has shifted from computational aspects of calculus to theoretical aspects: proofs for theorems concerning continuous 2 functions; sketching curves like x e-X, x log x, xlix which are usually regarded as too difficult for the more elementary courses; and other similar matters. |
| math encounters with high school students: Collected Papers III Serge Lang, 2000-07-19 Serge Lang is not only one of the top mathematicians of our time, but also an excellent writer. He has made innumerable and invaluable contributions in diverse fields of mathematics and was honoured with the Cole Prize by the American Mathematical Society as well as with the Prix Carriere by the French Academy of Sciences. Here, 83 of his research papers are collected in four volumes, ranging over a variety of topics of interest to many readers. |
| math encounters with high school students: Collected Papers V Serge Lang, 2000-10-23 Serge Lang (1927-2005) was one of the top mathematicians of our time. He was born in Paris in 1927, and moved with his family to California, where he graduated from Beverly Hills High School in 1943. He subsequently graduated from California Institute of Technology in 1946, and received a doctorate from Princeton University in 1951 before holding faculty positions at the University of Chicago and Columbia University (1955-1971). At the time of his death he was professor emeritus of Mathematics at Yale University. An excellent writer, Lang has made innumerable and invaluable contributions in diverse fields of mathematics. He was perhaps best known for his work in number theory and for his mathematics textbooks, including the influential Algebra. He was also a member of the Bourbaki group. He was honored with the Cole Prize by the American Mathematical Society as well as with the Prix Carrière by the French Academy of Sciences. These five volumes collect the majority of his research papers, which range over a variety of topics. |
| math encounters with high school students: Summaries of Projects Completed in Fiscal Year ... , |
| math encounters with high school students: Summaries of Projects Completed National Science Foundation (U.S.), |
| math encounters with high school students: Summaries of Projects Completed in Fiscal Year ... National Science Foundation (U.S.), 1979 |
| math encounters with high school students: Linear Algebra Serge Lang, 2013-06-29 Linear Algebra is intended for a one-term course at the junior or senior level. It begins with an exposition of the basic theory of vector spaces and proceeds to explain the fundamental structure theorems for linear maps, including eigenvectors and eigenvalues, quadric and hermitian forms, diagonalization of symmetric, hermitian, and unitary linear maps and matrices, triangulation, and Jordan canonical form. The book also includes a useful chapter on convex sets and the finite-dimensional Krein-Milman theorem. The presentation is aimed at the student who has already had some exposure to the elementary theory of matrices, determinants, and linear maps. However, the book is logically self-contained. In this new edition, many parts of the book have been rewritten and reorganized, and new exercises have been added. |
| math encounters with high school students: American Scientist , 1942 |
| math encounters with high school students: Encounters with Euclid Benjamin Wardhaugh, 2023-11-14 A sweeping cultural history of one of the most influential mathematical books ever written Euclid's Elements of Geometry is one of the fountainheads of mathematics—and of culture. Written around 300 BCE, it has traveled widely across the centuries, generating countless new ideas and inspiring such figures as Isaac Newton, Bertrand Russell, Abraham Lincoln, and Albert Einstein. Encounters with Euclid tells the story of this incomparable mathematical masterpiece, taking readers from its origins in the ancient world to its continuing influence today. In this lively and informative book, Benjamin Wardhaugh explains how Euclid’s text journeyed from antiquity to the Renaissance, introducing some of the many readers, copyists, and editors who left their mark on the Elements before handing it on. He shows how some read the book as a work of philosophy, while others viewed it as a practical guide to life. He examines the many different contexts in which Euclid's book and his geometry were put to use, from the Neoplatonic school at Athens and the artisans' studios of medieval Baghdad to the Jesuit mission in China and the workshops of Restoration London. Wardhaugh shows how the Elements inspired ideas in theology, art, and music, and how the book has acquired new relevance to the strange geometries of dark matter and curved space. Encounters with Euclid traces the life and afterlives of one of the most remarkable works of mathematics ever written, revealing its lasting role in the timeless search for order and reason in an unruly world. |
| math encounters with high school students: A First Course in Calculus Serge Lang, 2012-09-17 The purpose of a first course in calculus is to teach the student the basic notions of derivative and integral, and the basic techniques and applica tions which accompany them. The very talented students, with an ob vious aptitude for mathematics, will rapidly require a course in functions of one real variable, more or less as it is understood by professional is not primarily addressed to them (although mathematicians. This book I hope they will be able to acquire from it a good introduction at an early age). I have not written this course in the style I would use for an advanced monograph, on sophisticated topics. One writes an advanced monograph for oneself, because one wants to give permanent form to one's vision of some beautiful part of mathematics, not otherwise ac cessible, somewhat in the manner of a composer setting down his sym phony in musical notation. This book is written for the students to give them an immediate, and pleasant, access to the subject. I hope that I have struck a proper com promise, between dwelling too much on special details and not giving enough technical exercises, necessary to acquire the desired familiarity with the subject. In any case, certain routine habits of sophisticated mathematicians are unsuitable for a first course. Rigor. This does not mean that so-called rigor has to be abandoned. |
| math encounters with high school students: Differential and Riemannian Manifolds Serge Lang, 2012-12-06 This is the third version of a book on differential manifolds. The first version appeared in 1962, and was written at the very beginning of a period of great expansion of the subject. At the time, I found no satisfactory book for the foundations of the subject, for multiple reasons. I expanded the book in 1971, and I expand it still further today. Specifically, I have added three chapters on Riemannian and pseudo Riemannian geometry, that is, covariant derivatives, curvature, and some applications up to the Hopf-Rinow and Hadamard-Cartan theorems, as well as some calculus of variations and applications to volume forms. I have rewritten the sections on sprays, and I have given more examples of the use of Stokes' theorem. I have also given many more references to the literature, all of this to broaden the perspective of the book, which I hope can be used among things for a general course leading into many directions. The present book still meets the old needs, but fulfills new ones. At the most basic level, the book gives an introduction to the basic concepts which are used in differential topology, differential geometry, and differential equations. In differential topology, one studies for instance homotopy classes of maps and the possibility of finding suitable differentiable maps in them (immersions, embeddings, isomorphisms, etc.). |
| math encounters with high school students: How to Ace Calculus Colin Adams, Abigail Thompson, Joel Hass, 2015-10-06 Written by three gifted-and funny-teachers, How to Ace Calculus provides humorous and readable explanations of the key topics of calculus without the technical details and fine print that would be found in a more formal text. Capturing the tone of students exchanging ideas among themselves, this unique guide also explains how calculus is taught, how to get the best teachers, what to study, and what is likely to be on exams-all the tricks of the trade that will make learning the material of first-semester calculus a piece of cake. Funny, irreverent, and flexible, How to Ace Calculus shows why learning calculus can be not only a mind-expanding experience but also fantastic fun. |
| math encounters with high school students: Math Girls 3 Hiroshi Yuki, 2016-05-15 In the early twentieth century, a massive undertaking to rid mathematics of all paradoxes and inconsistencies was underway. Known as Hilbert's program, it sought to provide an unshakable foundation for all of mathematics. Things seemed to be proceeding well until young Kurt Godel stunned the world by proving that Hilbert's goals were unobtainable, that contradiction was part of the warp and weave of any mathematical system. Yet what at the time seemed to be a fatal blow to mathematical consistency now forms the basis of modern logic. Godel's incompleteness theorems are often misunderstood to be a statement of the limits of mathematical reasoning, but in truth they strengthen mathematics, building it up to be more powerful than what had come before. In this third book in the Math Girls series, join Miruka and friends as they tackle the basics of modern logic, learning such topics as the Peano axioms, set theory, and diagonalization, leading up to an in-depth exploration of Godel's famous theorems. Along the way, visit other interesting and important topics such as trigonometry and the epsilon-delta definition of limits, and of course take on challenges from the enigmatic Mr. Muraki. Math Girls 3: Godel's Incompleteness Theorems has something for anyone interested in mathematics, from advanced high school students to college math majors and educators. |
| math encounters with high school students: Introduction to Arakelov Theory Serge Lang, 2012-12-06 Arakelov introduced a component at infinity in arithmetic considerations, thus giving rise to global theorems similar to those of the theory of surfaces, but in an arithmetic context over the ring of integers of a number field. The book gives an introduction to this theory, including the analogues of the Hodge Index Theorem, the Arakelov adjunction formula, and the Faltings Riemann-Roch theorem. The book is intended for second year graduate students and researchers in the field who want a systematic introduction to the subject. The residue theorem, which forms the basis for the adjunction formula, is proved by a direct method due to Kunz and Waldi. The Faltings Riemann-Roch theorem is proved without assumptions of semistability. An effort has been made to include all necessary details, and as complete references as possible, especially to needed facts of analysis for Green's functions and the Faltings metrics. |
| math encounters with high school students: Introduction to Diophantine Approximations Serge Lang, 2012-12-06 The aim of this book is to illustrate by significant special examples three aspects of the theory of Diophantine approximations: the formal relationships that exist between counting processes and the functions entering the theory; the determination of these functions for numbers given as classical numbers; and certain asymptotic estimates holding almost everywhere. Each chapter works out a special case of a much broader general theory, as yet unknown. Indications for this are given throughout the book, together with reference to current publications. The book may be used in a course in number theory, whose students will thus be put in contact with interesting but accessible problems on the ground floor of mathematics. |
| math encounters with high school students: Breaking Barriers Brian Cafarella, 2021-06-29 The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, Acceleration and Compression in Developmental Math: Faculty Viewpoints, was awarded Article of the Year by the Journal of Developmental Education. |
| math encounters with high school students: Real and Functional Analysis Serge Lang, 2012-12-06 This book is meant as a text for a first year graduate course in analysis. Any standard course in undergraduate analysis will constitute sufficient preparation for its understanding, for instance, my Undergraduate Anal ysis. I assume that the reader is acquainted with notions of uniform con vergence and the like. In this third edition, I have reorganized the book by covering inte gration before functional analysis. Such a rearrangement fits the way courses are taught in all the places I know of. I have added a number of examples and exercises, as well as some material about integration on the real line (e.g. on Dirac sequence approximation and on Fourier analysis), and some material on functional analysis (e.g. the theory of the Gelfand transform in Chapter XVI). These upgrade previous exercises to sections in the text. In a sense, the subject matter covers the same topics as elementary calculus, viz. linear algebra, differentiation and integration. This time, however, these subjects are treated in a manner suitable for the training of professionals, i.e. people who will use the tools in further investiga tions, be it in mathematics, or physics, or what have you. In the first part, we begin with point set topology, essential for all analysis, and we cover the most important results. |
| math encounters with high school students: Collected Papers IV Serge Lang, 2000-07-28 Serge Lang is not only one of the top mathematicians of our time, but also an excellent writer. He has made innumerable and invaluable contributions in diverse fields of mathematics and was honoured with the Cole Prize by the American Mathematical Society as well as with the Prix Carriere by the French Academy of Sciences. Here, 83 of his research papers are collected in four volumes, ranging over a variety of topics of interest to many readers. |
| math encounters with high school students: Building Thinking Classrooms in Mathematics, Grades K-12 Peter Liljedahl, 2020-09-28 A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling non-thinking student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before. |
| math encounters with high school students: The Mathematical Gazette , 1987 |
| math encounters with high school students: K-12 STEM Education in Urban Learning Environments Wendt, Jillian L., Apugo, Danielle L., 2019-04-12 This title is an IGI Global Core Reference for 2019 as it provides the timeliest, trending research around overcoming challenges within the urban educational system. Featuring real-world solutions and comprehensive coverage on teacher professional development, racial microaggressions, STEM, and diversity in elementary and secondary education, this publication is ideal for teachers, faculty, administrators, policymakers, and educational researchers. K-12 STEM Education in Urban Learning Environments provides emerging research on the challenges and barriers of STEM education in urban environments and how to move forward in overcoming these challenges and barriers to provide equitable education for all K-12 students. Featuring coverage on a broad range of topics such as teacher preparation, programming, gender and racial barriers, and more, this publication is ideally designed for teachers, faculty, administrators, policymakers, researchers, and scholars. |
| math encounters with high school students: Calculus of Several Variables Serge Lang, 2012-12-06 The present course on calculus of several variables is meant as a text, either for one semester following A First Course in Calculus, or for a year if the calculus sequence is so structured. For a one-semester course, no matter what, one should cover the first four chapters, up to the law of conservation of energy, which provides a beautiful application of the chain rule in a physical context, and ties up the mathematics of this course with standard material from courses on physics. Then there are roughly two possibilities: One is to cover Chapters V and VI on maxima and minima, quadratic forms, critical points, and Taylor's formula. One can then finish with Chapter IX on double integration to round off the one-term course. The other is to go into curve integrals, double integration, and Green's theorem, that is Chapters VII, VIII, IX, and X, §1. This forms a coherent whole. |
| math encounters with high school students: Algebraic Number Theory Serge Lang, 2013-06-29 The present book gives an exposition of the classical basic algebraic and analytic number theory and supersedes my Algebraic Numbers, including much more material, e. g. the class field theory on which 1 make further comments at the appropriate place later. For different points of view, the reader is encouraged to read the collec tion of papers from the Brighton Symposium (edited by Cassels-Frohlich), the Artin-Tate notes on class field theory, Weil's book on Basic Number Theory, Borevich-Shafarevich's Number Theory, and also older books like those of W eber, Hasse, Hecke, and Hilbert's Zahlbericht. It seems that over the years, everything that has been done has proved useful, theo retically or as examples, for the further development of the theory. Old, and seemingly isolated special cases have continuously acquired renewed significance, often after half a century or more. The point of view taken here is principally global, and we deal with local fields only incidentally. For a more complete treatment of these, cf. Serre's book Corps Locaux. There is much to be said for a direct global approach to number fields. Stylistically, 1 have intermingled the ideal and idelic approaches without prejudice for either. 1 also include two proofs of the functional equation for the zeta function, to acquaint the reader with different techniques (in some sense equivalent, but in another sense, suggestive of very different moods). |
| math encounters with high school students: Resources in Education , 1999 |
| math encounters with high school students: Excursions in Geometry Charles Stanley Ogilvy, 1990-01-01 A straightedge, compass, and a little thought are all that's needed to discover the intellectual excitement of geometry. Harmonic division and Apollonian circles, inversive geometry, hexlet, Golden Section, more. 132 illustrations. |
| math encounters with high school students: Introduction to Algebraic and Abelian Functions Serge Lang, 2012-12-06 Introduction to Algebraic and Abelian Functions is a self-contained presentation of a fundamental subject in algebraic geometry and number theory. For this revised edition, the material on theta functions has been expanded, and the example of the Fermat curves is carried throughout the text. This volume is geared toward a second-year graduate course, but it leads naturally to the study of more advanced books listed in the bibliography. |
| math encounters with high school students: On the Shoulders of Giants National Research Council, Mathematical Sciences Education Board, 1990-02-01 What mathematics should be learned by today's young people as well as tomorrow's workforce? On the Shoulders of Giants is a vision of richness of mathematics expressed in essays on change, dimension, quantity, shape, and uncertainty, each of which illustrate fundamental strands for school mathematics. These essays expand on the idea of mathematics as the language and science of patterns, allowing us to realize the importance of providing hands-on experience and the development of a curriculum that will enable students to apply their knowledge to diverse numerical problems. |
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