Vita mathematics historical research and integration with teaching Ronald Calinger, editor.
Series MAA notes ; no. 40Detalles de publicación: [Washington, D.C.] Mathematical Association of America c1996.Descripción: xii, 359 p. ill. 28 cmISBN:- 0883850974
- 510.9 V835 21
- QA21 .V57 1996
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro | Biblioteca Encarnación Valdés Colección General bev | 510.9 V835 (Navegar estantería(Abre debajo)) | Disponible | 80000002187964 |
Descripciones mejoradas de Syndetics:
Vita Mathematica will enable teachers to learn the relevant history of various topics in the undergraduate curriculum and help them incorporate this history in their teaching. It contains articles dealing not only with calculus, but also with algebra, combinatorics, graph theory, and geometry, as well as more general articles on teaching courses for prospective teachers, and describes courses taught entirely using original sources. Judith Grabiner shows us how two important eighteenth century mathematicians, Colin Maclaurin and Joseph-Louis Lagrange, understood the calculus from these different standpoints and how their legacy is still important in teaching calculus today. We learn from Hans Nils Jahnke why Lagrange's algebraic approach dominated teaching in Germany in the nineteenth century. Wilbur Knorr traces the ancient history of one of the possible foundations, the concept of indivisibles. This volume demonstrates that the history of mathematics is no longer tangential to the mathematics curriculum, but in fact deserves a central role.
Includes bibliographical references and index.
Historiography and sources -- Historical studies : from antiquity to the scientific revolution -- From the scientific revolution to the present -- Integration of history with mathematics teaching : fundamentals and selected cases -- Origins and teaching of calculus.
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- Part I Histiography and Sources
- 1 New trends and old images in the history of mathematics
- 2 The role of problems in the history of mathematics and mathematics teaching
- 3 Dramatising the birth and formation of mathematical concepts: two dialogues
- Part II Studies in the History of Mathematics
- 4 The four sides and the area: oblique light on the prehistory of algebra
- 5 The method of indivisible in ancient geometry
- 6 The enigmas of Chinese mathematics
- 7 Combinatorics and induction in medieval Hebrew and Islamic mathematics
- 8 The earliest correct algebraic solutions of cubic equations
- 9 Early geometrical works of Marin Getaldic
- 10 Abolition of the slave trade: empowerment through modelling
- 11 The calculus as algebra, the calculus as geometry: Lagrange, Maclaurin, and their legacy
- 12 The development of algebraic analysis from Euler to Klein and its impact on school mathematics in the nineteenth century
- 13 The mathematics seminar at the University of Berlin: origins, founding and the Kummer-Weierstrass years
- 14 Kovalevskaya's research on the rotation of a rigid body
- 15 Mathematics education at nineteenth-century German technical colleges
- 16 American mathematics viewed objectively: the case of geometric models
- 17 The social and intellectual shaping of a new mathematical discipline: the role of the National Science
- Foundation in the rise of theoretial computer science and engineering
- Part III Integration of History of Mathematics Teaching
- 18 History of mathematics and the teacher
- 19 Ethnomathematics: an explanation
- 20 The necessity of history in teaching mathematics
- 21 Mathematical masterpieces: teaching with original sources
- A history of mathematics course for teachers based on great quotations
- 22 Measuring an arc of meridian
- 23 From Egypt to Benjamin Banneker: African origins of false position solutions
- 24 Mary Everest Boole (1832-1916)
- 25 Pupil's perception of the continuum Peter Bero
- Historical motivation for a calculus course: Barrow's theorem
- 26 The history of the concept of function and some implications for classroom teaching
- 27 Integration in finite terms: from Liouville's work to the calculus classroom of today
- 28 How many people ever lived