Unique method of teaching high school students mathematical reasoning skills leads students deliberately toward a false conclusion. Later, teacher and student review and and analyze the reasoning lapse to correct the problem. Covers arithmetic, algebra, geometry, trigonometry and approximate computations. 1963 edition. Includes 2 prefaces and 45 figures.

Unique, effective system for teaching mathematical reasoning leads students toward clearly false conclusions. Students then analyze problems to correct the errors. Covers arithmetic, algebra, geometry, trigonometry, and approximate computations. 1963 edition.

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This volume contains four essays which may attract the attention of those readers, who are interested in mathematical cognition The main issues and questions addressed include: How do we achieve understanding of mathematical notions and ideas? What benefits can be obtained from mistakes of great mathematicians? Which mathematical objects are standard and which are pathological? Is it possible characterize the intended models of mathematical theories in a unique way?

The development of mathematical competence -- both by humans as a species over millennia and by individuals over their lifetimes -- is a fascinating aspect of human cognition. This book explores when and why the rudiments of mathematical capability first appeared among human beings, what its fundamental concepts are, and how and why it has grown into the richly branching complex of specialties that it is today. It discusses whether the ‘truths’ of mathematics are discoveries or inventions, and what prompts the emergence of concepts that appear to be descriptive of nothing in human experience. Also covered is the role of esthetics in mathematics: What exactly are mathematicians seeing when they describe a mathematical entity as ‘beautiful’? There is discussion of whether mathematical disability is distinguishable from a general cognitive deficit and whether the potential for mathematical reasoning is best developed through instruction. This volume is unique in the vast range of psychological questions it covers, as revealed in the work habits and products of numerous mathematicians. It provides fascinating reading for researchers and students with an interest in cognition in general and mathematical cognition in particular. Instructors of mathematics will also find the book’s insights illuminating.

As its title indicates, this book is about logic, sets and mathematical proofs. It is a careful, patient and rigorous introduction for readers with very limited mathematical maturity. It teaches the reader not only how to read a mathematical proof, but also how to write one. To achieve this, we carefully lay out all the various proof methods encountered in mathematical discourse, give their logical justifications, and apply them to the study of topics [such as real numbers, relations, functions, sequences, fine sets, infinite sets, countable sets, uncountable sets and transfinite numbers] whose mastery is important for anyone contemplating advanced studies in mathematics. The book is completely self-contained; since the prerequisites for reading it are only a sound background in high school algebra. Though this book is meant to be a companion specifically for senior high school pupils and college undergraduate students, it will also be of immense value to anyone interested in acquiring the tools and way of thinking of the mathematician.

Through hard experience mathematicians have learned to subject even the most 'evident' assertions to rigorous scrutiny, as intuition can often be misleading. This book collects and analyses a mass of such errors, drawn from the work of students, textbooks, and the media, as well as from professional mathematicians themselves.