Bond and Keane explicate the elements of logical, mathematical argument to elucidate the meaning and importance of mathematical rigor. With definitions of concepts at their disposal, students learn the rules of logical inference, read and understand proofs of theorems, and write their own proofs all while becoming familiar with the grammar of mathematics and its style. In addition, they will develop an appreciation of the different methods of proof (contradiction, induction), the value of a proof, and the beauty of an elegant argument. The authors emphasize that mathematics is an ongoing, vibrant disciplineits long, fascinating history continually intersects with territory still uncharted and questions still in need of answers. The authors extensive background in teaching mathematics shines through in this balanced, explicit, and engaging text, designed as a primer for higher- level mathematics courses. They elegantly demonstrate process and application and recognize the byproducts of both the achievements and the missteps of past thinkers. Chapters 1-5 introduce the fundamentals of abstract mathematics and chapters 6-8 apply the ideas and techniques, placing the earlier material in a real context. Readers interest is continually piqued by the use of clear explanations, practical examples, discussion and discovery exercises, and historical comments.

This is an introductory textbook designed for undergraduate mathematics majors with an emphasis on abstraction and in particular, the concept of proofs in the setting of linear algebra. Typically such a student would have taken calculus, though the only prerequisite is suitable mathematical grounding. The purpose of this book is to bridge the gap between the more conceptual and computational oriented undergraduate classes to the more abstract oriented classes. The book begins with systems of linear equations and complex numbers, then relates these to the abstract notion of linear maps on finite-dimensional vector spaces, and covers diagonalization, eigenspaces, determinants, and the Spectral Theorem. Each chapter concludes with both proof-writing and computational exercises.

The primary purpose of this undergraduate text is to teach students to do mathematical proofs. It enables readers to recognize the elements that constitute an acceptable proof, and it develops their ability to do proofs of routine problems as well as those requiring creative insights. The self-contained treatment features many exercises, problems, and selected answers, including worked-out solutions. Starting with sets and rules of inference, this text covers functions, relations, operation, and the integers. Additional topics include proofs in analysis, cardinality, and groups. Six appendixes offer supplemental material. Teachers will welcome the return of this long-out-of-print volume, appropriate for both one- and two-semester courses.

This is a book about mathematics and mathematical thinking. It is intended for the serious learner who is interested in studying some deductive strategies in the context of a variety of elementary mathematical situations. No background beyond single-variable calculus is presumed.

This book introduces students to the world of advanced mathematics using algebraic structures as a unifying theme. Having no prerequisites beyond precalculus and an interest in abstract reasoning, the book is suitable for students of math education, computer science or physics who are looking for an easy-going entry into discrete mathematics, induction and recursion, groups and symmetry, and plane geometry. In its presentation, the book takes special care to forge linguistic and conceptual links between formal precision and underlying intuition, tending toward the concrete, but continually aiming to extend students' comfort with abstraction, experimentation, and non-trivial computation. The main part of the book can be used as the basis for a transition-to-proofs course that balances theory with examples, logical care with intuitive plausibility, and has sufficient informality to be accessible to students with disparate backgrounds. For students and instructors who wish to go further, the book also explores the Sylow theorems, classification of finitely-generated Abelian groups, and discrete groups of Euclidean plane transformations.

This book is an introduction to the theory of calculus in the style of inquiry-based learning. The text guides students through the process of making mathematical ideas rigorous, from investigations and problems to definitions and proofs. The format allows for various levels of rigor as negotiated between instructor and students, and the text can be of use in a theoretically oriented calculus course or an analysis course that develops rigor gradually. Material on topology (e.g., of higher dimensional Euclidean spaces) and discrete dynamical systems can be used as excursions within a study of analysis or as a more central component of a course. The themes of bisection, iteration, and nested intervals form a common thread throughout the text. The book is intended for students who have studied some calculus and want to gain a deeper understanding of the subject through an inquiry-based approach.

An Elementary Transition to Abstract Mathematics will help students move from introductory courses to those where rigor and proof play a much greater role. The text is organized into five basic parts: the first looks back on selected topics from pre-calculus and calculus, treating them more rigorously, and it covers various proof techniques; the second part covers induction, sets, functions, cardinality, complex numbers, permutations, and matrices; the third part introduces basic number theory including applications to cryptography; the fourth part introduces key objects from abstract algebra; and the final part focuses on polynomials. Features: The material is presented in many short chapters, so that one concept at a time can be absorbed by the student. Two "looking back" chapters at the outset (pre-calculus and calculus) are designed to start the student’s transition by working with familiar concepts. Many examples of every concept are given to make the material as concrete as possible and to emphasize the importance of searching for patterns. A conversational writing style is employed throughout in an effort to encourage active learning on the part of the student.