Offers an introduction to many areas of mathematics, physics and modern computing science. This book introduces readers to the history of mathematics, algebra, number theory, finite and infinite series, trigonometry, calculus, statistics and computational mathematics.
In The Dynamic Concept of Philosophical Mathematics, author Anthony Ugochukwu O. Aliche delves deeply into a comprehensive discussion into the intertwined relationship between philosophy and mathematics. Aliche begins by defining philosophical mathematics and traces its origins and its branches. He then relates the concept to the worlds of science, engineering, technology, creative and applied arts, and human existence. In this systemic, practical and research-driven work, Aliche presents innovative interpretations of mathematical and philosophical issues and reexamines their relevance and applicability to modern developments. He also proposes abolishing most ancient and primordial mathematical policies and formulas, as they are not helping the world of science and technology to grow. Presenting principles, practices, and theories, The Dynamic Concept of Philosophical Mathematics demystifies the oracle of mathematics and communicates that knowledge is power and must therefore be progressive. He equally insisted that the progressive nature of knowledge which must be God-driven fundamentally fulcrumed the demystification of QED which he replaced with the Infinitude Method which scientifically agrees with the progressive dynamism of knowledge. A product of seasoned scholarship, natural wisdom, empirical research, and inspired originality. It is perhaps one of the most sophisticated intellectual inputs to the world of knowledge
'A wise, witty and insightful guide to clear thinking amid a deluge of percentages and probabilities.' Ian Stewart Like it or not, our lives are dominated by mathematics. Our daily diet of news regales us with statistical forecasts, opinion polls, risk assessments, inflation figures, weather and climate predictions and all sorts of political decisions and advice backed up by supposedly accurate numbers. Most of us do not even pause and question such figures even to ask what they really mean and whether they raise more questions than they answer. In this simple guide for anyone numbed by numbers, William Hartston reveals with clarity and humour why the figures being flung at us may not tell the whole story. Along the way he explains commonly misused mathematical terms, solves everyday mathematical problems and shows how to steer a safe path through the minefield of mathematics that surrounds us.
"The ancient Greeks argued that the best life was filled with beauty, truth, justice, play and love. The mathematician Francis Su knows just where to find them."--Kevin Hartnett, Quanta Magazine" This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart."--James Tanton, Global Math Project For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas. In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award-winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires--such as for play, beauty, freedom, justice, and love--and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother's, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher's letters to the author appear throughout the book and show how this intellectual pursuit can--and must--be open to all.
Maths does not have to be confusing or scary. It can be simple and understood by you. This book is your ‘no-nonsense’ travel guide. I am not a Mathematician. At school, I was no high-flier, not even an also ran. More a back-marker. I appreciate how it felt being the one who did not get it. Helping struggling or disillusioned students UNTANGLE doubt and become less fearful was my passion and driving force as a teacher. ● To develop my own different creative approaches, to unlock their potential. The key? ● To build their resilience, self-esteem and confidence and achieve light bulb moments, positive attitude change, and new-found motivation. ● To gain a realisation it is possible to understand, and yes, even enjoy the subject. My fondest memory is a bottom set student who wanted to be a mechanic and returned to tell me he became one.and returned to tell me he became one.
A delightful collection of articles about people who claim they have achieved the mathematically impossible (squaring the circle, duplicating the cube); people who think they have done something they have not (proving Fermat's Last Theorem); people who pray in matrices; people who find the American Revolution ruled by the number 57; people who have in common eccentric mathematical views, some mild (thinking we should count by 12s instead of 10s), some bizarre (thinking that second-order differential equations will solve all problems of economics, politics and philosophy). This is a truly unique book. It is written with wit and style and is a part of folk mathematics.
A delightful tour of the greatest ideas of math, showing how math intersects with philosophy, science, art, business, current events, and everyday life, by an acclaimed science communicator and regular contributor to the "New York Times."
Ongoing Advancements in Philosophy of Mathematics Education approaches the philosophy of mathematics education in a forward movement, analyzing, reflecting, and proposing significant contemporary themes in the field of mathematics education. The theme that gives life to the book is philosophy of mathematics education understood as arising from the intertwining between philosophy of mathematics and philosophy of education which, through constant analytical and reflective work regarding teaching and learning practices in mathematics, is materialized in its own discipline, philosophy of mathematics education. This is the field of investigation of the chapters in the book. The chapters are written by an international cohort of authors, from a variety of countries, regions, and continents. Some of these authors work with philosophical and psychological foundations traditionally accepted by Western civilization. Others expose theoretical foundations based on a new vision and comprising innovative approaches to historical and present-day issues in educational philosophy. The final third of the book is devoted to these unique and innovative research stances towards important and change resistant societal topics such as racism, technology gaps, or the promotion of creativity in the field of mathematics education.