"Visions in Mathematics - Towards 2000" was one of the most remarkable mathematical meetings in recent years. It was held in Tel Aviv from August 25th to September 3rd, 1999, and united some of the leading mathematicians worldwide. The goals of the conference were to discuss the importance, the methods, the past and the future of mathematics as we enter the 21st century and to consider the connection between mathematics and related areas. The aims of the conference are reflected in the present set of survey articles, documenting the state of art and future prospects in many branches of mathematics of current interest. This is the first part of a two-volume set that will serve any research mathematician or advanced student as an overview and guideline through the multifaceted body of mathematical research in the present and near future.
Relax: no one understands technical mathematics without lengthy training but we all have an intuitive grasp of the ideas behind the symbols. To celebrate the 50th anniversary of the founding of the Institute of Mathematics and its Applications (IMA), this book is designed to showcase the beauty of mathematics - including images inspired by mathematical problems - together with its unreasonable effectiveness and applicability, without frying your brain. The book is a collection of 50 original essays contributed by a wide variety of authors. It contains articles by some of the best expositors of the subject (du Sautoy, Singh and Stewart for example) together with entertaining biographical pieces and articles of relevance to our everyday lives (such as Spiegelhalter on risk and Elwes on medical imaging). The topics covered are deliberately diverse and involve concepts from simple numerology to the very cutting edge of mathematics research. Each article is designed to be read in one sitting and to be accessible to a general audience. There is also other content. There are 50 pictorial 'visions of mathematics' which were supplied in response to an open call for contributions from IMA members, Plus readers and the worldwide mathematics community. You'll also find a series of "proofs " of Phythagoras's Theorem - mathematical, literary and comedy - after this, you'll never think of Pythagoras the same way again.
Sure-fire techniques of visualizing, dramatizing, and analyzing numbers promise to attract and retain students' attention and understanding. Topics include basic multiplication and division, algebra, word problems, graphs, negative numbers, fractions, many other practical applications of elementary mathematics. 1964 ed. Answers to Problems.
About Felix Klein, the famous Greek mathematician Constantin Carathéodory once said: “It is only by illuminating him from all angles that one can come to understand his significance.” The author of this biography has done just this. A detailed study of original sources has made it possible to uncover new connections; to create a more precise representation of this important mathematician, scientific organizer, and educational reformer; and to identify misconceptions. Because of his edition of Julius Plücker’s work on line geometry and due to his own contributions to non-Euclidean geometry, Klein was already well known abroad before he received his first full professorship at the age of 23. By exchanging ideas with his most important cooperation partner, the Norwegian Sophus Lie, Klein formulated his Erlangen Program. Various other visionary programs followed, in which Klein involved mathematicians from Germany and abroad. Klein was the most active promoter of Riemann’s geometric-physical approach to function theory, but he also integrated the analytical approaches of the Weierstrass school into his arsenal of methods. Klein was a citizen of the world who repeatedly travelled to France, Great Britain, Italy, the United States, and elsewhere. Despite what has often been claimed, it must be emphasized that Klein expressly opposed national chauvinism. He promoted mathematically gifted individuals regardless of their nationality, religion, or gender. Many of his works have been translated into English, French, Italian, Russian, and other languages; more than 300 supporters from around the world made it possible for his portrait to be painted by the prominent impressionist Max Liebermann. Inspired by international developments, Klein paved the way for women to work in the field of mathematics. He was instrumental in reforming mathematical education, and he endorsed an understanding of mathematics that affirmed its cultural importance as well as its fundamental significance to scientific and technological progress.
Exploring common themes in modern art, mathematics, and science, including the concept of space, the notion of randomness, and the shape of the cosmos. This is a book about art—and a book about mathematics and physics. In Lumen Naturae (the title refers to a purely immanent, non-supernatural form of enlightenment), mathematical physicist Matilde Marcolli explores common themes in modern art and modern science—the concept of space, the notion of randomness, the shape of the cosmos, and other puzzles of the universe—while mapping convergences with the work of such artists as Paul Cezanne, Mark Rothko, Sol LeWitt, and Lee Krasner. Her account, focusing on questions she has investigated in her own scientific work, is illustrated by more than two hundred color images of artworks by modern and contemporary artists. Thus Marcolli finds in still life paintings broad and deep philosophical reflections on space and time, and connects notions of space in mathematics to works by Paul Klee, Salvador Dalí, and others. She considers the relation of entropy and art and how notions of entropy have been expressed by such artists as Hans Arp and Fernand Léger; and traces the evolution of randomness as a mode of artistic expression. She analyzes the relation between graphical illustration and scientific text, and offers her own watercolor-decorated mathematical notebooks. Throughout, she balances discussions of science with explorations of art, using one to inform the other. (She employs some formal notation, which can easily be skipped by general readers.) Marcolli is not simply explaining art to scientists and science to artists; she charts unexpected interdependencies that illuminate the universe.
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.
This book introduces the geometry of 3-D vision, that is, the reconstruction of 3-D models of objects from a collection of 2-D images. It details the classic theory of two view geometry and shows that a more proper tool for studying the geometry of multiple views is the so-called rank consideration of the multiple view matrix. It also develops practical reconstruction algorithms and discusses possible extensions of the theory.
This book consists of interviews with the most important mathematics educators of our time. These interviews were originally published in the International Journal for the History of Mathematics Education and are now being offered to a wider readership for the first time, collected in a single volume. Among the individuals interviewed are scholars from Brazil, France, Germany, Russia, the United Kingdom, and the United States who have made a significant impact on the development of mathematics education in their countries and internationally. The interviews cover their biographies, including their memories of their own studies in mathematics and their intellectual formation, their experience as researchers and teachers, and their visions of the history and future development of mathematics education. The book will be of interest to anyone involved in research in mathematics education, and anyone interested in the history of mathematics education.
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects. It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.
