Apollonius’s Conics was one of the greatest works of advanced mathematics in antiquity. The work comprised eight books, of which four have come down to us in their original Greek and three in Arabic. By the time the Arabic translations were produced, the eighth book had already been lost. In 1710, Edmond Halley, then Savilian Professor of Geometry at Oxford, produced an edition of the Greek text of the Conics of Books I-IV, a translation into Latin from the Arabic versions of Books V-VII, and a reconstruction of Book VIII. The present work provides the first complete English translation of Halley’s reconstruction of Book VIII with supplementary notes on the text. It also contains 1) an introduction discussing aspects of Apollonius’s Conics 2) an investigation of Edmond Halley's understanding of the nature of his venture into ancient mathematics, and 3) an appendices giving a brief account of Apollonius’s approach to conic sections and his mathematical techniques. This book will be of interest to students and researchers interested in the history of ancient Greek mathematics and mathematics in the early modern period.

Edmond Halley is known far and wide thanks largely to the comet bearing his name, the return of which he predicted in 1705. While that discovery would be enough to make the career of any scientist, Halley’s massive contributions to the fields of astronomy, navigation, geophysics, mathematics, engineering, and actuarial science as a young man and eventually as Astronomer Royal are mostly overlooked. Edmond Halley: The Many Discoveries of the Most Curious Astronomer Royal is a revelatory and deeply researched biography of a man whose defining achievement isn’t even the half of it. A jack-of-all-trades when it came to scientific reasoning, an all-around academic and workaholic who couldn’t leave well enough alone, Halley was amazingly productive and prolific. He was behind some of the most groundbreaking discoveries in human history: It was Halley who was the first to accurately plot the stars of the southern hemisphere. He published Isaac Newton’s Principia, arguably the most important scientific text ever written; translated the works of ancient Greek mathematician Apollonius; captained the ship Paramore on a scientific expedition to plot the Earth’s magnetic fields; was the first to calculate mortality annuities, creating the foundation for actuarial science; made improvements to the diving bell; surveyed the tides of the English Channel; and began the movement to accurately measure the distance between the Earth and Sun, unlocking the key to determining the distances to the nearest stars. In this incisive and perceptive biography, author David K. Love reveals the boundless mind and endless curiosity of Edmond Halley firmly cementing the legacy of the second Astronomer Royal among the first-rate scientists of his time.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

Libraries and archives contain many thousands of early modern mathematical books, of which almost equally many bear readers’ marks, ranging from deliberate annotations and accidental blots to corrections and underlinings. Such evidence provides us with the material and intellectual tools for exploring the nature of mathematical reading and the ways in which mathematics was disseminated and assimilated across different social milieus in the early centuries of print culture. Other evidence is important, too, as the case studies collected in the volume document. Scholarly correspondence can help us understand the motives and difficulties in producing new printed texts, library catalogues can illuminate collection practices, while manuscripts can teach us more about textual traditions. By defining and illuminating the distinctive world of early modern mathematical reading, the volume seeks to close the gap between the history of mathematics as a history of texts and history of mathematics as part of the broader history of human culture.

A groundbreaking, revisionist account of the importance of the history of philosophy to intellectual change - scientific, philosophical and religious - in seventeenth-century England.

“Never before to my knowledge has the cross-fertilisation of Western and Islamic ideas been so encyclopedically documented as it is here. In reading Islam and the English Enlightenment, you will never see the relationship between Islam and the West in the same way again.” ROBERT F. SHEDI NGER Professor of Religion, Luther College “Dr. Zulfiqar Ali Shah’s Islam and the English Enlightenment is one of the most profoundly enlightening books I have read in years. Dr. Shah compellingly demonstrates that the thinkers of English Enlightenment were undeniably indebted to Islamic sciences and thought, and that the foundational principles of rationalist thought, scientific inquiry and religious toleration were deeply anchored in the Islamic tradition.” KHALED ABOU EL FADL Omar & Azmeralda Alfi Distinguished Professor of Law, UCLA School of Law “This is a book that anyone interested in stepping outside a Eurocentric view of the rise of the West and of the modern age must read.” MICHAEL A. GILLESPIE Professor of Political Science & Philosophy, Duke University “Dr. Shah convincingly demonstrates the central role that Islam played in shaping the values and ideas of the Enlightenment reformers such as John Locke and Isaac Newton who had helped to produce the modern world.” GERALD MACLEAN Emeritus Professor, University of Exeter

This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title—Samuel Pepys and Isaac Newton—need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ’s Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ’s Hospital in 1673. It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taught to 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world’s first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America. The book has been written from the perspective of the history of school mathematics. Ellerton and Clements’s analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16. Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ’s Hospital.