These selected mathematical writings cover the years when the foundations were laid for the theory of numbers, analytic geometry, and the calculus. Originally published in 1986. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. So that the book is never forgotten we have represented this book in a print format as the same form as it was originally first published. Hence any marks or annotations seen are left intentionally to preserve its true nature.

Gathered together here are the fundamental texts of the great classical period in modern logic. A complete translation of Gottlob Frege’s Begriffsschrift—which opened a great epoch in the history of logic by fully presenting propositional calculus and quantification theory—begins the volume, which concludes with papers by Herbrand and by Gödel.

In recent decades it has become obvious that mathematics has always been a worldwide activity. But this is the first book to provide a substantial collection of English translations of key mathematical texts from the five most important ancient and medieval non-Western mathematical cultures, and to put them into full historical and mathematical context. The Mathematics of Egypt, Mesopotamia, China, India, and Islam gives English readers a firsthand understanding and appreciation of these cultures' important contributions to world mathematics. The five section authors--Annette Imhausen (Egypt), Eleanor Robson (Mesopotamia), Joseph Dauben (China), Kim Plofker (India), and J. Lennart Berggren (Islam)--are experts in their fields. Each author has selected key texts and in many cases provided new translations. The authors have also written substantial section introductions that give an overview of each mathematical culture and explanatory notes that put each selection into context. This authoritative commentary allows readers to understand the sometimes unfamiliar mathematics of these civilizations and the purpose and significance of each text. Addressing a critical gap in the mathematics literature in English, this book is an essential resource for anyone with at least an undergraduate degree in mathematics who wants to learn about non-Western mathematical developments and how they helped shape and enrich world mathematics. The book is also an indispensable guide for mathematics teachers who want to use non-Western mathematical ideas in the classroom.

Aimed at students and researchers in Mathematics, History of Mathematics and Science, this book examines the development of mathematics from the late 16th Century to the end of the 19th Century. Mathematics has an amazingly long and rich history, it has been practised in every society and culture, with written records reaching back in some cases as far as four thousand years. This book will focus on just a small part of the story, in a sense the most recent chapter of it: the mathematics of western Europe from the sixteenth to the nineteenth centuries. Each chapter will focus on a particular topic and outline its history with the provision of facsimiles of primary source material along with explanatory notes and modern interpretations. Almost every source is given in its original form, not just in the language in which it was first written, but as far as practicable in the layout and typeface in which it was read by contemporaries.This book is designed to provide mathematics undergraduates with some historical background to the material that is now taught universally to students in their final years at school and the first years at college or university: the core subjects of calculus, analysis, and abstract algebra, along with others such as mechanics, probability, and number theory. All of these evolved into their present form in a relatively limited area of western Europe from the mid sixteenth century onwards, and it is there that we find the major writings that relate in a recognizable way to contemporary mathematics.

This volume collects most recent work on the role of technology in mathematics education. It offers fresh insight and understanding of the many ways in which technological resources can improve the teaching and learning of mathematics. The first section of the volume focuses on the question how a proposed mathematical task in a technological environment can influence the acquisition of knowledge and what elements are important to retain in the design of mathematical tasks in computing environments. The use of white smart boards, platforms as Moodle, tablets and smartphones have transformed the way we communicate both inside and outside the mathematics classroom. Therefore the second section discussed how to make efficient use of these resources in the classroom and beyond. The third section addresses how technology modifies the way information is transmitted and how mathematical education has to take into account the new ways of learning through connected networks as well as new ways of teaching. The last section is on the training of teachers in the digital era. The editors of this volume have selected papers from the proceedings of the 65th, 66th and 67th CIEAEM conference, and invited the correspondent authors to contribute to this volume by discussing one of the four important topics. The book continues a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.

Teaching junior and senior high school math classes. Instructors of mathematics, school administrators, math specialists, and parents.