Mathematics for the Nonmathematician

Mathematics for the Nonmathematician

Erudite and entertaining overview follows development of mathematics from ancient Greeks to present.

Author: Morris Kline

Publisher: Courier Corporation

ISBN: 9780486316130

Category: Mathematics

Page: 672

View: 988

Erudite and entertaining overview follows development of mathematics from ancient Greeks to present. Topics include logic and mathematics, the fundamental concept, differential calculus, probability theory, much more. Exercises and problems.
Categories: Mathematics

Factorial Analysis for Non mathematicians

Factorial Analysis for Non mathematicians

Chapter I THE LOGIC OF FACTOR ANALYSIS Because factor analysis is a mathematical technique it is often thought that the non - mathematician is quite unable to assess its inner logic . Strangely enough it is often the same people who are ...

Author: C. J. Adcock

Publisher:

ISBN: UOM:39015031604997

Category: Factor analysis

Page: 88

View: 369

Categories: Factor analysis

Are Science And Mathematics Socially Constructed A Mathematician Encounters Postmodern Interpretations Of Science

Are Science And Mathematics Socially Constructed  A Mathematician Encounters Postmodern Interpretations Of Science

If mathematics is a system of absolute truths independent of human construction or knowledge—then mathematical proofs are external and eternal. ... Non-mathematicians who look at mathematics in its “served” form are like the diners ...

Author: Richard C Brown

Publisher: World Scientific

ISBN: 9789814469777

Category: Mathematics

Page: 336

View: 322

This book is a history, analysis, and criticism of what the author calls “postmodern interpretations of science” (PIS) and the closely related “sociology of scientific knowledge” (SSK). This movement traces its origin to Thomas Kuhn's revolutionary work, The Structure of Scientific Revolutions (1962), but is more extreme. It believes that science is a “social construction”, having little to do with nature, and is determined by contextual forces such as the race, class, gender of the scientist, laboratory politics, or the needs of the military industrial complex.Since the 1970s, PIS has become fashionable in the humanities, social sciences, and ethnic or women's studies, as well as in the new academic discipline of Science, Technology, and Society (STS). It has been attacked by numerous authors and the resulting conflicts led to the so-called Science Wars of the 1990s. While the present book is also critical of PIS, it focuses on its intellectual and political origins and tries to understand why it became influential in the 1970s. The book is both an intellectual and a political history. It examines the thoughts of Karl Popper, Karl Mannheim, Ludwik Fleck, Thomas Kuhn, Paul Feyerabend, David Bloor, Steve Woolgar, Steve Shapin, Bruno Latour, and PIS-like doctrines in mathematics. It also describes various philosophical contributions to PIS ranging from the Greek sophists to 20th century post-structuralists and argues that the disturbed political atmosphere of the Vietnam War era was critical to the rise of PIS.
Categories: Mathematics

A Guide to Mathematics for the Intelligent Nonmathematician

A Guide to Mathematics for the Intelligent Nonmathematician

The “ New Math ” and Mathematical Education 20 The " New Math " . What Is Some of the New Math ? The Concepts Included in the New Math Evaluation of the New Math - Basic Principles of Teaching School Mathematics Correctness The “ New ...

Author: Edmund Callis Berkeley

Publisher:

ISBN: STANFORD:36105033262382

Category: Mathematics

Page: 352

View: 606

Categories: Mathematics

Becoming a Mathematician

Becoming a Mathematician

(1) Jargon and Notation Mathematical discourse is about using technical vocabulary. When participants explain mathematics to non-mathematicians they avoid technical vocabulary. Graduates who describe this conception see the components ...

Author: Leigh N Wood

Publisher: Springer Science & Business Media

ISBN: 9789400729841

Category: Education

Page: 188

View: 379

This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
Categories: Education

Mathematics

Mathematics

most every good mathematician is also a good teacher , while almost no mediocre mathematician can teach the subject ... It is , in fact , impossible for a mathematician even to talk intelligently to non - mathematicians about his ...

Author: Douglas M. Campbell

Publisher: Taylor & Francis

ISBN: 0534032036

Category: Mathematics

Page: 275

View: 448

Based upon the principle that graph design should be a science, this book presents the principles of graph construction. The orientation of the material is toward graphs in technical writings, such as journal articles and technical reports. But much of the material is relevant for graphs shown in talks and for graphs in nontechnical publications. -- from back cover.
Categories: Mathematics

Experiencing Mathematics

Experiencing Mathematics

For Eureka, an undergraduate math magazine at Cambridge University, I wrote the following short piece, which became a ... the intelligent non-mathematician, while I wanted to write philosophy of math, so we agreed to work in parallel, ...

Author: Reuben Hersh

Publisher: American Mathematical Soc.

ISBN: 9780821894200

Category: Mathematics

Page: 282

View: 957

The question ``What am I doing?'' haunts many creative people, researchers, and teachers. Mathematics, poetry, and philosophy can look from the outside sometimes as ballet en pointe, and at other times as the flight of the bumblebee. Reuben Hersh looks at mathematics from the inside; he collects his papers written over several decades, their edited versions, and new chapters in his book Experiencing Mathematics, which is practical, philosophical, and in some places as intensely personal as Swann's madeleine. --Yuri Manin, Max Planck Institute, Bonn, Germany What happens when mid-career a mathematician unexpectedly becomes philosophical? These lively and eloquent essays address the questions that arise from a crisis of reflectiveness: What is a mathematical proof and why does it come after, not before, mathematical revelation? Can mathematics be both real and a human artifact? Do mathematicians produce eternal truths, or are the judgments of the mathematical community quasi-empirical and historically framed? How can we be sure that an infinite series that seems to converge really does converge? This collection of essays by Reuben Hersh makes an important contribution. His lively and eloquent essays bring the reality of mathematical research to the page. He argues that the search for foundations is misleading, and that philosophers should shift from focusing narrowly on the deductive structure of proof, to tracing the broader forms of quasi-empirical reasoning that star the history of mathematics, as well as examining the nature of mathematical communities and how and why their collective judgments evolve from one generation to the next. If these questions keep you up at night, then you should read this book. And if they don't, then you should read this book anyway, because afterwards, they will! --Emily Grosholz, Department of Philosophy, Penn State, Pennsylvania, USA Most mathematicians, when asked about the nature and meaning of mathematics, vacillate between the two unrealistic poles of Platonism and formalism. By looking carefully at what mathematicians really do when they are doing mathematics, Reuben Hersh offers an escape from this trap. This book of selected articles and essays provides an honest, coherent, and clearly understandable account of mathematicians' proof as it really is, and of the existence and reality of mathematical entities. It follows in the footsteps of Poincare, Hadamard, and Polya. The pragmatism of John Dewey is a better fit for mathematical practice than the dominant ``analytic philosophy''. Dialogue, satire, and fantasy enliven the philosophical and methodological analysis. Reuben Hersh has written extensively on mathematics, often from the point of view of a philosopher of science. His book with Philip Davis, The Mathematical Experience, won the National Book Award in science. Hersh is emeritus professor of mathematics at the University of New Mexico.
Categories: Mathematics

Liberatory Practices for Learning

Liberatory Practices for Learning

Enter the idea of being a “math person” or a “non- math person” a binary that separates people by Eurocentric definitions of mathematics. Non-binary modes of thinking about math then position us to think past labels and respect future ...

Author: Julio Cammarota

Publisher: Springer Nature

ISBN: 9783030566852

Category: Education

Page: 154

View: 528

This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States’ educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
Categories: Education