This book contains a history of real and complex analysis in the nineteenth century, from the work of Lagrange and Fourier to the origins of set theory and the modern foundations of analysis. It studies the works of many contributors including Gauss, Cauchy, Riemann, and Weierstrass. This book is unique owing to the treatment of real and complex analysis as overlapping, inter-related subjects, in keeping with how they were seen at the time. It is suitable as a course in the history of mathematics for students who have studied an introductory course in analysis, and will enrich any course in undergraduate real or complex analysis.

Analysis as an independent subject was created as part of the scientific revolution in the seventeenth century. Kepler, Galileo, Descartes, Fermat, Huygens, Newton, and Leibniz, to name but a few, contributed to its genesis. Since the end of the seventeenth century, the historical progress of mathematical analysis has displayed unique vitality and momentum. No other mathematical field has so profoundly influenced the development of modern scientific thinking. Describing this multidimensional historical development requires an in-depth discussion which includes a reconstruction of general trends and an examination of the specific problems. This volume is designed as a collective work of authors who are proven experts in the history of mathematics. It clarifies the conceptual change that analysis underwent during its development while elucidating the influence of specific applications and describing the relevance of biographical and philosophical backgrounds. The first ten chapters of the book outline chronological development and the last three chapters survey the history of differential equations, the calculus of variations, and functional analysis. Special features are a separate chapter on the development of the theory of complex functions in the nineteenth century and two chapters on the influence of physics on analysis. One is about the origins of analytical mechanics, and one treats the development of boundary-value problems of mathematical physics (especially potential theory) in the nineteenth century. The book presents an accurate and very readable account of the history of analysis. Each chapter provides a comprehensive bibliography. Mathematical examples have been carefully chosen so that readers with a modest background in mathematics can follow them. It is suitable for mathematical historians and a general mathematical audience.

Based on the latest historical research, Worlds Out of Nothing is the first book to provide a course on the history of geometry in the 19th century. Topics covered in the first part of the book are projective geometry, especially the concept of duality, and non-Euclidean geometry. The book then moves on to the study of the singular points of algebraic curves (Plücker’s equations) and their role in resolving a paradox in the theory of duality; to Riemann’s work on differential geometry; and to Beltrami’s role in successfully establishing non-Euclidean geometry as a rigorous mathematical subject. The final part of the book considers how projective geometry rose to prominence, and looks at Poincaré’s ideas about non-Euclidean geometry and their physical and philosophical significance. Three chapters are devoted to writing and assessing work in the history of mathematics, with examples of sample questions in the subject, advice on how to write essays, and comments on what instructors should be looking for.

This authoritative text presents the classical theory of functions of a single complex variable in complete mathematical and historical detail. Requiring only minimal, undergraduate-level prerequisites, it covers the fundamental areas of the subject with depth, precision, and rigor. Standard and novel proofs are explored in unusual detail, and exercises – many with helpful hints – provide ample opportunities for practice and a deeper understanding of the material. In addition to the mathematical theory, the author also explores how key ideas in complex analysis have evolved over many centuries, allowing readers to acquire an extensive view of the subject’s development. Historical notes are incorporated throughout, and a bibliography containing more than 2,000 entries provides an exhaustive list of both important and overlooked works. Classical Analysis in the Complex Plane will be a definitive reference for both graduate students and experienced mathematicians alike, as well as an exemplary resource for anyone doing scholarly work in complex analysis. The author’s expansive knowledge of and passion for the material is evident on every page, as is his desire to impart a lasting appreciation for the subject. “I can honestly say that Robert Burckel’s book has profoundly influenced my view of the subject of complex analysis. It has given me a sense of the historical flow of ideas, and has acquainted me with byways and ancillary results that I never would have encountered in the ordinary course of my work. The care exercised in each of his proofs is a model of clarity in mathematical writing...Anyone in the field should have this book on [their bookshelves] as a resource and an inspiration.”- From the Foreword by Steven G. Krantz

This book discusses all the major topics of complex analysis, beginning with the properties of complex numbers and ending with the proofs of the fundamental principles of conformal mappings. Topics covered in the book include the study of holomorphic and analytic functions, classification of singular points and the Laurent series expansion, theory of residues and their application to evaluation of integrals, systematic study of elementary functions, analysis of conformal mappings and their applications—making this book self-sufficient and the reader independent of any other texts on complex variables. The book is aimed at the advanced undergraduate students of mathematics and engineering, as well as those interested in studying complex analysis with a good working knowledge of advanced calculus. The mathematical level of the exposition corresponds to advanced undergraduate courses of mathematical analysis and first graduate introduction to the discipline. The book contains a large number of problems and exercises, making it suitable for both classroom use and self-study. Many standard exercises are included in each section to develop basic skills and test the understanding of concepts. Other problems are more theoretically oriented and illustrate intricate points of the theory. Many additional problems are proposed as homework tasks whose level ranges from straightforward, but not overly simple, exercises to problems of considerable difficulty but of comparable interest.

This textbook covers the majority of traditional topics of infinite sequences and series, starting from the very beginning – the definition and elementary properties of sequences of numbers, and ending with advanced results of uniform convergence and power series. The text is aimed at university students specializing in mathematics and natural sciences, and at all the readers interested in infinite sequences and series. It is designed for the reader who has a good working knowledge of calculus. No additional prior knowledge is required. The text is divided into five chapters, which can be grouped into two parts: the first two chapters are concerned with the sequences and series of numbers, while the remaining three chapters are devoted to the sequences and series of functions, including the power series. Within each major topic, the exposition is inductive and starts with rather simple definitions and/or examples, becoming more compressed and sophisticated as the course progresses. Each key notion and result is illustrated with examples explained in detail. Some more complicated topics and results are marked as complements and can be omitted on a first reading. The text includes a large number of problems and exercises, making it suitable for both classroom use and self-study. Many standard exercises are included in each section to develop basic techniques and test the understanding of key concepts. Other problems are more theoretically oriented and illustrate more intricate points of the theory, or provide counterexamples to false propositions which seem to be natural at first glance. Solutions to additional problems proposed at the end of each chapter are provided as an electronic supplement to this book.

“It appears to me that if one wants to make progress in mathematics one should study the masters and not the pupils.” —Niels Henrik Abel Recent pedagogical research has supported Abel's claim of the effectiveness of reading the masters. Students exposed to historically based pedagogy see mathematics not as a monolithic assemblage of facts but as a collection of mental processes and an evolving cultural construct built to solve actual problems. Exposure to the immediacy of the original investigations can inspire an inquiry mindset in students and lead to an appreciation of mathematics as a living intellectual activity. TRIUMPHS (TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources) is an NSF-funded initiative to design materials that effectively harness the power of reading primary historical documents in undergraduate mathematics instruction. Teaching and Learning with Primary Source Projects is a collection of 24 classroom modules (PSPs) produced by TRIUMPHS that incorporate the reading of primary source excerpts to teach core mathematical topics. The selected excerpts are intertwined with thoughtfully designed student tasks that prompt students to actively engage with and explore the source material. Rigorously classroom tested and scrupulously edited to comply with the standards developed by the TRIUMPHS project, each of the PSPs in this volume can be inserted directly into a course in real analysis, complex variables, or topology and used to replace a standard textbook treatment of core course content. The volume also contains a comprehensive historical overview of the sociocultural and mathematical contexts within which the three subjects developed, along with extensive implementation guidance. Students and faculty alike are afforded a deeper classroom experience as they heed Abel's advice by studying today's mathematics through the words of the masters who brought that mathematics to life. Primary sources provide motivation in the words of the original discoverers of new mathematics, draw attention to subtleties, encourage reflection on today's paradigms, and enhance students' ability to participate equally, regardless of their background. These beautifully written primary source projects that adopt an “inquiry” approach are rich in features lacking in modern textbooks. Prompted by the study of historical sources, students will grapple with uncertainties, ask questions, interpret, conjecture, and compare multiple perspectives, resulting in a unique and vivid guided learning experience. —David Pengelley, Oregon State University