The original title for this work was “Mathematical Literacy, What Is It and Why You Need it”. The current title reflects that there can be no real learning in any subject, unless questions of who, what, when, where, why and how are raised in the minds of the learners. The book is not a mathematical text, and there are no assigned exercises or exams. It is written for reasonably intelligent and curious individuals, both those who value mathematics, aware of its many important applications and others who have been inappropriately exposed to mathematics, leading to indifference to the subject, fear and even loathing. These feelings are all consequences of meaningless presentations, drill, rote learning and being lost as the purpose of what is being studied. Mathematics education needs a radical reform. There is more than one way to accomplish this. Here the author presents his approach of wrapping mathematical ideas in a story. To learn one first must develop an interest in a problem and the curiosity to find how masters of mathematics have solved them. What is necessary to be mathematically literate? It’s not about solving algebraic equations or even making a geometric proof. These are valuable skills but not evidence of literacy. We often seek answers but learning to ask pertinent questions is the road to mathematical literacy. Here is the good news: new mathematical ideas have a way of finding applications. This is known as “the unreasonable effectiveness of mathematics.”

A collection of the many biographies of scientist Isaac Newton, demonstrating the ways in which his reputation continued to develop in the centuries after his death. It includes private letters, poetry and memoranda, and explores the debate over Newton's reputation, work and personal life.

This book examines how calculus developed in Britain during the century following Newton.

This book reveals the rich collection of mathematical works located at the nation's first military school, the U.S. Military Academy at West Point. It outlines the relevant history of the Academy, discusses the mathematics department and curriculum, and describes the development of the library during the nineteenth century. A major part of this book is an annotated catalog of the more than 1300 works published between 1496 and 1915 found in the West Point library. Mathematics and its instruction greatly influenced the development of the Academy, the technological growth of America's army, and the standards of the military profession. These events, in turn, were crucial to the overall development of mathematics, mechanics, and engineering during the nineteenth century in the United States. Three individuals played a prominent role in this chronicle: Sylvanus Thayer, Charles Davies, and Albert Church. Listed are rare and historically valuable works in a broad range of mathematical subjects. The collection clearly shows the strong European influence on the early Academy. Also listed are numerous textbooks by West Point faculty and graduates; significant contributions were made by these writers to algebra, geometry, calculus, descriptive geometry, mechanics, surveying, and mathematics education. This book provides an important resource for the general audience as well as for those in pursuit of more scholarly information. It contains many interesting photographs and valuable details about the West Point collection. It is a must-have for anyone interested in mathematical books and collections.