The Chinese Roots of Linear Algebra

The Chinese Roots of Linear Algebra

Author: Roger Hart

Publisher: JHU Press

Published: 2011-01-01

Total Pages: 304

ISBN-13: 0801899583

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A monumental accomplishment in the history of non-Western mathematics, The Chinese Roots of Linear Algebra explains the fundamentally visual way Chinese mathematicians understood and solved mathematical problems. It argues convincingly that what the West "discovered" in the sixteenth and seventeenth centuries had already been known to the Chinese for 1,000 years. Accomplished historian and Chinese-language scholar Roger Hart examines Nine Chapters of Mathematical Arts—the classic ancient Chinese mathematics text—and the arcane art of fangcheng, one of the most significant branches of mathematics in Imperial China. Practiced between the first and seventeenth centuries by anonymous and most likely illiterate adepts, fangcheng involves manipulating counting rods on a counting board. It is essentially equivalent to the solution of systems of N equations in N unknowns in modern algebra, and its practice, Hart reveals, was visual and algorithmic. Fangcheng practitioners viewed problems in two dimensions as an array of numbers across counting boards. By "cross multiplying" these, they derived solutions of systems of linear equations that are not found in ancient Greek or early European mathematics. Doing so within a column equates to Gaussian elimination, while the same operation among individual entries produces determinantal-style solutions. Mathematicians and historians of mathematics and science will find in The Chinese Roots of Linear Algebra new ways to conceptualize the intellectual development of linear algebra.


Imagined Civilizations

Imagined Civilizations

Author: Roger Hart

Publisher: JHU Press

Published: 2013-08-15

Total Pages: 385

ISBN-13: 1421407124

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Roger Hart debunks the long-held belief that linear algebra developed independently in the West. Accounts of the seventeenth-century Jesuit Mission to China have often celebrated it as the great encounter of two civilizations. The Jesuits portrayed themselves as wise men from the West who used mathematics and science in service of their mission. Chinese literati-official Xu Guangqi (1562–1633), who collaborated with the Italian Jesuit Matteo Ricci (1552–1610) to translate Euclid’s Elements into Chinese, reportedly recognized the superiority of Western mathematics and science and converted to Christianity. Most narratives relegate Xu and the Chinese to subsidiary roles as the Jesuits' translators, followers, and converts. Imagined Civilizations tells the story from the Chinese point of view. Using Chinese primary sources, Roger Hart focuses in particular on Xu, who was in a position of considerable power over Ricci. The result is a perspective startlingly different from that found in previous studies. Hart analyzes Chinese mathematical treatises of the period, revealing that Xu and his collaborators could not have believed their declaration of the superiority of Western mathematics. Imagined Civilizations explains how Xu’s West served as a crucial resource. While the Jesuits claimed Xu as a convert, he presented the Jesuits as men from afar who had traveled from the West to China to serve the emperor.


Introduction to Applied Linear Algebra

Introduction to Applied Linear Algebra

Author: Stephen Boyd

Publisher: Cambridge University Press

Published: 2018-06-07

Total Pages: 477

ISBN-13: 1316518965

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A groundbreaking introduction to vectors, matrices, and least squares for engineering applications, offering a wealth of practical examples.


Applied Linear Algebra

Applied Linear Algebra

Author: Peter J. Olver

Publisher: Springer

Published: 2018-05-30

Total Pages: 702

ISBN-13: 3319910418

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This textbook develops the essential tools of linear algebra, with the goal of imparting technique alongside contextual understanding. Applications go hand-in-hand with theory, each reinforcing and explaining the other. This approach encourages students to develop not only the technical proficiency needed to go on to further study, but an appreciation for when, why, and how the tools of linear algebra can be used across modern applied mathematics. Providing an extensive treatment of essential topics such as Gaussian elimination, inner products and norms, and eigenvalues and singular values, this text can be used for an in-depth first course, or an application-driven second course in linear algebra. In this second edition, applications have been updated and expanded to include numerical methods, dynamical systems, data analysis, and signal processing, while the pedagogical flow of the core material has been improved. Throughout, the text emphasizes the conceptual connections between each application and the underlying linear algebraic techniques, thereby enabling students not only to learn how to apply the mathematical tools in routine contexts, but also to understand what is required to adapt to unusual or emerging problems. No previous knowledge of linear algebra is needed to approach this text, with single-variable calculus as the only formal prerequisite. However, the reader will need to draw upon some mathematical maturity to engage in the increasing abstraction inherent to the subject. Once equipped with the main tools and concepts from this book, students will be prepared for further study in differential equations, numerical analysis, data science and statistics, and a broad range of applications. The first author’s text, Introduction to Partial Differential Equations, is an ideal companion volume, forming a natural extension of the linear mathematical methods developed here.


A History of Chinese Mathematics

A History of Chinese Mathematics

Author: Jean-Claude Martzloff

Publisher: Springer

Published: 2007-08-17

Total Pages: 491

ISBN-13: 3540337830

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This book is made up of two parts, the first devoted to general, historical and cultural background, and the second to the development of each subdiscipline that together comprise Chinese mathematics. The book is uniquely accessible, both as a topical reference work, and also as an overview that can be read and reread at many levels of sophistication by both sinologists and mathematicians alike.


How Chinese Learn Mathematics

How Chinese Learn Mathematics

Author: Lianghuo Fan

Publisher: World Scientific

Published: 2004

Total Pages: 594

ISBN-13: 9789812562241

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The book has been written by an international group of very activeresearchers and scholars who have a passion for the study of Chinesemathematics education. It aims to provide readers with a comprehensiveand updated picture of the teaching and learning of mathematicsinvolving Chinese students from various perspectives, including theways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and socialenvironment on Chinese students'' mathematics learning, and thestrengths and weaknesses of the ways in which Chinese learnmathematics


A Book of Abstract Algebra

A Book of Abstract Algebra

Author: Charles C Pinter

Publisher: Courier Corporation

Published: 2010-01-14

Total Pages: 402

ISBN-13: 0486474178

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Accessible but rigorous, this outstanding text encompasses all of the topics covered by a typical course in elementary abstract algebra. Its easy-to-read treatment offers an intuitive approach, featuring informal discussions followed by thematically arranged exercises. This second edition features additional exercises to improve student familiarity with applications. 1990 edition.


The Linear Algebra a Beginning Graduate Student Ought to Know

The Linear Algebra a Beginning Graduate Student Ought to Know

Author: Jonathan S. Golan

Publisher: Springer Science & Business Media

Published: 2007-04-05

Total Pages: 443

ISBN-13: 1402054955

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This book rigorously deals with the abstract theory and, at the same time, devotes considerable space to the numerical and computational aspects of linear algebra. It features a large number of thumbnail portraits of researchers who have contributed to the development of linear algebra as we know it today and also includes over 1,000 exercises, many of which are very challenging. The book can be used as a self-study guide; a textbook for a course in advanced linear algebra, either at the upper-class undergraduate level or at the first-year graduate level; or as a reference book.


Imagined Civilizations

Imagined Civilizations

Author: Roger Hart

Publisher: JHU Press

Published: 2013-08-15

Total Pages: 385

ISBN-13: 1421406063

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While the Jesuits claimed Xu as a convert, he presented the Jesuits as men from afar who had traveled from the West to China to serve the emperor.


Evidence-Based Inquiries in Ethno-STEM Research

Evidence-Based Inquiries in Ethno-STEM Research

Author: Iman C Chahine

Publisher: IAP

Published: 2021-01-01

Total Pages: 409

ISBN-13: 1648021174

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The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students’ acquisition of scientific knowledge. So often ‘western’ science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book. Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers’ lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as “pseudo-science”, and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.