According to the great mathematician Paul Erdös, God maintains perfect mathematical proofs in The Book. This book presents the authors candidates for such "perfect proofs," those which contain brilliant ideas, clever connections, and wonderful observations, bringing new insight and surprising perspectives to problems from number theory, geometry, analysis, combinatorics, and graph theory. As a result, this book will be fun reading for anyone with an interest in mathematics.

Focusing on the formal development of mathematics, this book shows readers how to read, understand, write, and construct mathematical proofs.Uses elementary number theory and congruence arithmetic throughout. Focuses on writing in mathematics. Reviews prior mathematical work with “Preview Activities” at the start of each section. Includes “Activities” throughout that relate to the material contained in each section. Focuses on Congruence Notation and Elementary Number Theorythroughout.For professionals in the sciences or engineering who need to brush up on their advanced mathematics skills. Mathematical Reasoning: Writing and Proof, 2/E Theodore Sundstrom

An Introduction to Mathematical Proofs presents fundamental material on logic, proof methods, set theory, number theory, relations, functions, cardinality, and the real number system. The text uses a methodical, detailed, and highly structured approach to proof techniques and related topics. No prerequisites are needed beyond high-school algebra. New material is presented in small chunks that are easy for beginners to digest. The author offers a friendly style without sacrificing mathematical rigor. Ideas are developed through motivating examples, precise definitions, carefully stated theorems, clear proofs, and a continual review of preceding topics. Features Study aids including section summaries and over 1100 exercises Careful coverage of individual proof-writing skills Proof annotations and structural outlines clarify tricky steps in proofs Thorough treatment of multiple quantifiers and their role in proofs Unified explanation of recursive definitions and induction proofs, with applications to greatest common divisors and prime factorizations About the Author: Nicholas A. Loehr is an associate professor of mathematics at Virginia Technical University. He has taught at College of William and Mary, United States Naval Academy, and University of Pennsylvania. He has won many teaching awards at three different schools. He has published over 50 journal articles. He also authored three other books for CRC Press, including Combinatorics, Second Edition, and Advanced Linear Algebra.

This book prepares students for the more abstract mathematics courses that follow calculus. The author introduces students to proof techniques, analyzing proofs, and writing proofs of their own. It also provides a solid introduction to such topics as relations, functions, and cardinalities of sets, as well as the theoretical aspects of fields such as number theory, abstract algebra, and group theory.

The aim of this book is to help students write mathematics better. Throughout it are large exercise sets well-integrated with the text and varying appropriately from easy to hard. Basic issues are treated, and attention is given to small issues like not placing a mathematical symbol directly after a punctuation mark. And it provides many examples of what students should think and what they should write and how these two are often not the same.

Why mathematics is not merely formulaic: an argument that to write a mathematical proof is tantamount to inventing a story. In The Meaning of Proofs, mathematician Gabriele Lolli argues that to write a mathematical proof is tantamount to inventing a story. Lolli offers not instructions for how to write mathematical proofs, but a philosophical and poetic reflection on mathematical proofs as narrative. Mathematics, imprisoned within its symbols and images, Lolli writes, says nothing if its meaning is not narrated in a story. The minute mathematicians open their mouths to explain something—the meaning of x, how to find y—they are framing a narrative. Every proof is the story of an adventure, writes Lolli, a journey into an unknown land to open a new, connected route; once the road is open, we correct it, expand it. Just as fairy tales offer a narrative structure in which new characters can be inserted into recurring forms of the genre in original ways, in mathematics, each new abstract concept is the protagonist of a different theory supported by the general techniques of mathematical reasoning. In ancient Greece, there was more than an analogy between literature and mathematics, there was direct influence. Euclid’s proofs have roots in poetry and rhetoric. Mathematics, Lolli asserts, is not the mere manipulation of formulas.

This is a textbook for a one-term course whose goal is to ease the transition from lower-division calculus courses to upper-division courses in linear and abstract algebra, real and complex analysis, number theory, topology, combinatorics, and so on. Without such a "bridge" course, most upper division instructors feel the need to start their courses with the rudiments of logic, set theory, equivalence relations, and other basic mathematical raw materials before getting on with the subject at hand. Students who are new to higher mathematics are often startled to discover that mathematics is a subject of ideas, and not just formulaic rituals, and that they are now expected to understand and create mathematical proofs. Mastery of an assortment of technical tricks may have carried the students through calculus, but it is no longer a guarantee of academic success. Students need experience in working with abstract ideas at a nontrivial level if they are to achieve the sophisticated blend of knowledge, disci pline, and creativity that we call "mathematical maturity. " I don't believe that "theorem-proving" can be taught any more than "question-answering" can be taught. Nevertheless, I have found that it is possible to guide stu dents gently into the process of mathematical proof in such a way that they become comfortable with the experience and begin asking them selves questions that will lead them in the right direction.