Reading, Writing, and Proving / Undergraduate Texts in Mathematics (PDF)
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Reading, Writing, and Proving is designed to guide mathematics students during their transition from algorithm-based courses such as calculus, to theorem and proof-based courses. This text not only introduces the various proof techniques and other foundational principles of higher mathematics in great detail, but also assists and inspires students to develop the necessary abilities to read, write, and prove using mathematical definitions, examples, and theorems that are required for success in navigating advanced mathematics courses.
In addition to an introduction to mathematical logic, set theory, and the various methods of proof, this textbook prepares students for future courses by providing a strong foundation in the fields of number theory, abstract algebra, and analysis. Also included are a wide variety of examples and exercises as well as a rich selection of unique projects that provide students with an opportunity to investigate a topic independently or as partof a collaborative effort.
New features of the Second Edition include the addition of formal statements of definitions at the end of each chapter; a new chapter featuring the Cantor-Schröder-Bernstein theorem with a spotlight on the continuum hypothesis; over 200 new problems; two new student projects; and more. An electronic solutions manual to selected problems is available online.
From the reviews of the First Edition:
"The book...emphasizes Pòlya's four-part framework for problem solving (from his book How to Solve It)...[it] contains more than enough material for a one-semester course, and is designed to give the instructor wide leeway in choosing topics to emphasize...This book has a rich selection of problems for the student to ponder, in addition to "exercises" that come with hints or complete solutions...I was charmed by this book and found it quite enticing."
- Marcia G. Fung for MAA Reviews
"... A book worthy of serious consideration for courses whose goal is to prepare students for upper-division mathematics courses. Summing Up: Highly recommended."
- J. R. Burke, Gonzaga University for CHOICE Reviews
Pamela Gorkin is a professor of mathematics at Bucknell University in Lewisburg, PA. She also received her PhD from Michigan State where she worked under the director of Sheldon Axler. Prof. Gorkin's research focuses on functional analysis and operator theory.
Ulrich Daepp and Pamela Gorkin co-authored of the first edition of "Reading, Writing, and Proving" whose first edition published in 2003. To date the first edition (978-0-387-00834-9 ) has sold over 3000 copies.
- Autoren: Ulrich Daepp , Pamela Gorkin
- 2011, 2nd ed. 2011, 378 Seiten, Englisch
- Verlag: Springer-Verlag GmbH
- ISBN-10: 1441994793
- ISBN-13: 9781441994790
- Erscheinungsdatum: 23.06.2011
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
- Dateiformat: PDF
- Größe: 7.38 MB
- Ohne Kopierschutz
- Vorlesefunktion
“The book is written in an informal way, which could please the beginners and not offend the more experienced reader. A reader can find a lot of problems for independent study as well as a lot of illustrations encouraging him/her to draw pictures as an important part of the process of mathematical thinking.”
—European Mathematical Society, September 2011
"Several areas like sets, functions, sequences and convergence are dealt with and several exercises and projects are provided for deepening the understanding. …It is the impression of the author of this review that the book can be particularly strongly recommended for teacher students to enable them to catch and transfer the “essence” of mathematical thinking to their pupils. But also everybody else interested in mathematics will enjoy this very well written book.
—Burkhard Alpers (Aalen), zbMATH
“The book is primarily concerned with an exposition of those parts of mathematics in which students need a more thorough grounding before they can work successfully in upper-division undergraduate courses. … a mathematically-conventional but pedagogically-innovative take on transition courses.”
—Allen Stenger, The Mathematical Association of America, September, 2011
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