The Kinship of E, H, Moore and R, L, Moore
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Locally Compact Groups: Traditions and Trends Karl Heinrich Hofmann Technische Universitat Darmstadt, [email protected]
University of Dayton eCommons Summer Conference on Topology and Its Department of Mathematics Applications 6-2017 Locally Compact Groups: Traditions and Trends Karl Heinrich Hofmann Technische Universitat Darmstadt, [email protected] Wolfgang Herfort Francesco G. Russo Follow this and additional works at: http://ecommons.udayton.edu/topology_conf Part of the Geometry and Topology Commons, and the Special Functions Commons eCommons Citation Hofmann, Karl Heinrich; Herfort, Wolfgang; and Russo, Francesco G., "Locally Compact Groups: Traditions and Trends" (2017). Summer Conference on Topology and Its Applications. 47. http://ecommons.udayton.edu/topology_conf/47 This Plenary Lecture is brought to you for free and open access by the Department of Mathematics at eCommons. It has been accepted for inclusion in Summer Conference on Topology and Its Applications by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Some Background Notes Some \new" tools Near abelian groups Applications Alexander Doniphan Wallace (1905{1985) Gordon Thomas Whyburn Robert Lee Moore Some Background Notes Some \new" tools Near abelian groups Applications \The best mathematics is the most mixed-up mathematics, those disciplines in which analysis, algebra and topology all play a vital role." Gordon Thomas Whyburn Robert Lee Moore Some Background Notes Some \new" tools Near abelian groups Applications \The best mathematics is the most mixed-up mathematics, those disciplines in which -
Academic Genealogy of the Oakland University Department Of
Basilios Bessarion Mystras 1436 Guarino da Verona Johannes Argyropoulos 1408 Università di Padova 1444 Academic Genealogy of the Oakland University Vittorino da Feltre Marsilio Ficino Cristoforo Landino Università di Padova 1416 Università di Firenze 1462 Theodoros Gazes Ognibene (Omnibonus Leonicenus) Bonisoli da Lonigo Angelo Poliziano Florens Florentius Radwyn Radewyns Geert Gerardus Magnus Groote Università di Mantova 1433 Università di Mantova Università di Firenze 1477 Constantinople 1433 DepartmentThe Mathematics Genealogy Project of is a serviceMathematics of North Dakota State University and and the American Statistics Mathematical Society. Demetrios Chalcocondyles http://www.mathgenealogy.org/ Heinrich von Langenstein Gaetano da Thiene Sigismondo Polcastro Leo Outers Moses Perez Scipione Fortiguerra Rudolf Agricola Thomas von Kempen à Kempis Jacob ben Jehiel Loans Accademia Romana 1452 Université de Paris 1363, 1375 Université Catholique de Louvain 1485 Università di Firenze 1493 Università degli Studi di Ferrara 1478 Mystras 1452 Jan Standonck Johann (Johannes Kapnion) Reuchlin Johannes von Gmunden Nicoletto Vernia Pietro Roccabonella Pelope Maarten (Martinus Dorpius) van Dorp Jean Tagault François Dubois Janus Lascaris Girolamo (Hieronymus Aleander) Aleandro Matthaeus Adrianus Alexander Hegius Johannes Stöffler Collège Sainte-Barbe 1474 Universität Basel 1477 Universität Wien 1406 Università di Padova Università di Padova Université Catholique de Louvain 1504, 1515 Université de Paris 1516 Università di Padova 1472 Università -
ROBERT LEE MOORE, 1882-1974 If One Were Asked to List
BULLETIN OF THE AMERICAN MATHEMATICAL SOCIETY Volume 82, Number 3, May 1976 ROBERT LEE MOORE, 1882-1974 BY R. L. WILDER If one were asked to list mathematicians who had the most influence on the development of American mathematics during the first half of the twentieth century, certainly R. L. Moore's name would find a prominent place among them. Among the fifty doctorates which he supervised are two former presidents of the American Mathematical Society, four former presidents of the Mathematical Association of America, three members of the National Academy of Sciences; and the number of doctorates which have originated from Moore doctorates either directly or through later generations is apparently in excess of 500.2 These statistics already imply that the man must have been a great teacher; and that he was, any of his students would testify. The "Moore method" of teaching, the heart of which is to get the student to find his own proofs of theorems and, ultimately, to suggest and prove new theorems, has been recorded on a film made by the Mathematical Association of America with the title Challenge in the classroom. However, no film, no matter how faithful to detail, could record all the pertinent features of his teaching associated with the man's character and environment. An essential part of the method was Moore's ability to search out and recognize creative ability among the multitude of students who presented themselves at the University of Texas. It was Moore's custom to teach five courses (which he continued to do until his retirement at age 86!) consisting of calculus, an intermediate course such as advanced calculus, and three courses which began with point set topology ("Foundations of Mathema tics") and culminated in a research course. -
University Microfilms, a Xerqxcompany, Ann Arbor, Michigan
70 - 19,311 DUREN, Lowell Reid, 1940- AN ADAPTATION OF THE MOORE METHOD TO THE TEACHING OF UNDERGRADUATE REAL ANALYSIS— A CASE STUDY REPORT. The Ohio State University, Ph.D., 1970 Education, theory and practice University Microfilms, A XERQXCompany, Ann Arbor, Michigan © Copyright by Lowe 11 Re i d Du ren 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED AN ADAPTATION OF THE MOORE METHOD TO THE TEACHING OF UNDERGRADUATE REAL ANALYSIS— A CASE STUDY REPORT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Lowe 11 Reid Duren, B.S., M.N.S. ****** The Ohio State University 1970 Approved by Adviser College of Education ACKNOWLEDGMENTS I wish to express my thanks to my adviser, Dr. Harold Trimbl Successful graduate study at Ohio State would have been impossible for me without his patience and encouragement. The completion of this dissertation owes much to Dr. Trimble's assistance and confi dence in me. Thanks are also due to the other members of my reading committee, Dr. Herbert Coon and Dr. Alan Osborne. In a large, some times impersonal, university, it is reassuring to find such warm and human gentlemen. I am indeed grateful to my colleagues at Western Maryland college, Professors Spicer, Sorkin, Lightner, Jordy, and Eshleman, for their conversations and assistance in gathering information relevant to this study, and their moral support during completion of it . I especially want to thank my departmental chairman, Dr. James Lightner, for his many valuable comments, assistance, and encouragement. -
Self Regulation in College-Level Mathematics Classes Jenny Lee
Claremont Colleges Scholarship @ Claremont HMC Senior Theses HMC Student Scholarship 2018 Self Regulation in College-Level Mathematics Classes Jenny Lee Recommended Citation Lee, Jenny, "Self Regulation in College-Level Mathematics Classes" (2018). HMC Senior Theses. 113. https://scholarship.claremont.edu/hmc_theses/113 This Open Access Senior Thesis is brought to you for free and open access by the HMC Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in HMC Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. On Self Regulation in College-Level Mathematics Classes Jenny Lee Dagan Karp, Advisor Luis A. Leyva, Reader Department of Mathematics December, 2018 Copyright © 2018 Jenny Lee. The author grants Harvey Mudd College and the Claremont Colleges Library the nonexclusive right to make this work available for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Abstract This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. -
E. H. Moore's Early Twentieth-Century Program for Reform in Mathematics Education David Lindsay Roberts
E. H. Moore's Early Twentieth-Century Program for Reform in Mathematics Education David Lindsay Roberts 1. INTRODUCTION. The purposeof this articleis to examinebriefly the natureand consequencesof an early twentieth-centuryprogram to reorientthe Americanmath- ematicalcurriculum, led by mathematicianEliakim Hastings Moore (1862-1932) of the Universityof Chicago.Moore's efforts, I conclude,were not ultimatelyvery suc- cessful, and the reasonsfor this failureare worthpondering. Like WilliamMueller's recentarticle [16], which drawsattention to the spiriteddebates regarding American mathematicseducation at the end of the nineteenthcentury, the presentarticle may re- mind some readersof morerecent educational controversies. I don't discouragesuch thinking,but cautionthat the lessons of historyare not likely to be simpleones. E. H. Mooreis especiallyintriguing as a pedagogicalpromoter because of his high placein the historyof Americanmathematics. He is a centralsource for muchof twen- tiethcentury American mathematical research activity. As a grossmeasure of Moore's influencewe may note the remarkablefact thatmore than twice as manyPh.D. mathe- maticianswere produced by his Universityof Chicagomathematics department during his tenurethan were producedby any othersingle institutionin the UnitedStates. In- deed, the Universityof Chicagoproduced nearly 20% of all Americanmathematics Ph.D.s duringthe period[22, p. 366]. Moreover,among Moore's doctoral students at Chicagowere suchluminaries as GeorgeDavid Birkhoff (1884-1944), OswaldVeblen (1880-1960), -
From the Collections of the Seeley G. Mudd Manuscript Library, Princeton, NJ
From the collections of the Seeley G. Mudd Manuscript Library, Princeton, NJ These documents can only be used for educational and research purposes (“Fair use”) as per U.S. Copyright law (text below). By accessing this file, all users agree that their use falls within fair use as defined by the copyright law. They further agree to request permission of the Princeton University Library (and pay any fees, if applicable) if they plan to publish, broadcast, or otherwise disseminate this material. This includes all forms of electronic distribution. Inquiries about this material can be directed to: Seeley G. Mudd Manuscript Library 65 Olden Street Princeton, NJ 08540 609-258-6345 609-258-3385 (fax) [email protected] U.S. Copyright law test The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or other reproduction is not to be “used for any purpose other than private study, scholarship or research.” If a user makes a request for, or later uses, a photocopy or other reproduction for purposes in excess of “fair use,” that user may be liable for copyright infringement. The Princeton Mathematics Community in the 1930s Transcript Number 37 (PMC37] © The Trustees of Princeton University, 1985 ALBERT TUCKER THE REPUTATION OF PRINCETON MATHEMATICS This is an interview of Albert Tucker in his home in Princeton, New Jersey on 9 October 1984. -
Axiomatics Between Hilbert and the New Math: Diverging Views on Mathematical Research and Their Consequences on Education Leo CORRY
Plenary Lecture 17 Axiomatics Between Hilbert and the New Math: Diverging Views on Mathematical Research and their Consequences on Education Leo CORRY Tel-Aviv University, Israel [email protected] Abstract David Hilbert is widely acknowledged as the father of the modern axiomatic approach in mathe- matics. The methodology and point of view put forward in his epoch-making Foundations of Ge- ometry (1899) had lasting influences on research and education throughout the twentieth century. Nevertheless, his own conception of the role of axiomatic thinking in mathematics and in science in general was significantly different from the way in which it came to be understood and practiced by mathematicians of the following generations, including some who believed they were developing Hilbert’s original line of thought. The topologist Robert L. Moore was prominent among those who put at the center of their research an approach derived from Hilbert’s recently introduced axiomatic methodology. Moreover, he actively put forward a view according to which the axiomatic method would serve as a most useful teaching device in both graduate and undergraduate teaching in mathematics and as a tool for identifying and developing creative mathematical talent. Some of the basic tenets of the Moore Method for teaching mathematics to prospective research mathematicians were adopted by the promoters of the New Math movement. 1Introduction The flow of ideas between current developments in advanced mathematical research, graduate and undergraduate student training, and high-school and primary teaching, involves rather complex processes that are seldom accorded the kind of attention they deserve. A deeper historical understanding of such processes may prove rewarding to anyone involved in the development, promotion and evaluation of reforms in the teaching of mathematics. -
Crossing the Bridge to Higher Mathematics: Using a Modified Moore Approach to Assist Students Transitioning to Higher Mathematics
. Crossing the Bridge to Higher Mathematics: Using a Modified Moore Approach to Assist Students Transitioning to Higher Mathematics 1035-F1-900 M. Padraig M. M. McLoughlin, Ph.D. 116C Lytle Hall, Department of Mathematics, Kutztown University of Pennsylvania Kutztown, Pennsylvania 19530 [email protected] Paper presented at the Annual Meeting of the Mathematical Association of America San Diego, CA January 6, 2008 1 Abstract Crossing the Bridge to Higher Mathematics: Using a Modified Moore Approach to Assist Students Transitioning to Higher Mathematics M. Padraig M. M. McLoughlin Department of Mathematics, Kutztown University of Pennsylvania The author of this paper submits that a mathematics student needs to learn to conjecture and prove or disprove said conjecture. Ergo, the purpose of the pa- per is to submit the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Bridge to Higher Mathematics course to teach students how to do, critique, or analyse proofs, counterexamples, examples, or counter-arguments. Furthermore, the author of this paper opines that set theory should be the core of the course with logic and predicate calculus as antecedents to the set theory, and number theory, cardinal and ordinal theory, or beginning topology of the R as consequents of set theory. The author of this paper has experienced teaching such a course for approx- imately fifteen years; mostly teaching the course at a historically black college. The paper is organised such that in the first part of the paper justification for use of a modified Moore approach - - both pedagogical and practical justification are submitted. -
Mathematical Genealogy of the North Dakota State University Department
Christian Otto Mohr Pietro Paoli Sebastiano Canovai Jan Standonck Alexander Hegius Collège Sainte-Barbe / Collège de Montaigu 1474, 1490 August Föppl Vincenzo Brunacci Universität Stuttgart Università di Pisa 1788 Desiderius Erasmus Ulrich Zasius Collège de Montaigu / University of Turin 1497 /1506 Albert-Ludwigs-Universität Freiburg im Breisgau 1501 Former and Adjunct NDSU Faculty in Mathematics Ludwig Prandtl Viktor Lvovich Kirpichov Antonio Bordoni Ludwig-Maximilians-Universität München 1899 University of Pavia 1807 Jakob Milich Albert-Ludwigs-Universität Freiburg im Breisgau / Universität Wien 1520, 1524 Secondary Advisor Stephen Prokofyevich Timoshenko Francesco Brioschi Kiev Polytechnic Institute 1907 University of Pavia 1845 Erasmus Reinhold Martin-Luther-Universität Halle-Wittenberg 1535 Current NDSU Faculty Harold Bernard Alberty James Norman Goodier Luigi Cremona in Mathematics The Ohio State University 1926 University of Michigan 1931 University of Pavia 1853 Immanuel Tremellius Valentine Naibod Martin-Luther-Universität Halle-Wittenberg / Universität Erfurt Kenneth B. Henderson George Francis Carrier Giuseppe Veronese Primary The Ohio State University 1946 Advisor Cornell University 1944 Università di Roma 1877 Rudolph (Snel van Royen) Snellius Ludolph van Ceulen Universität zu Köln / Ruprecht-Karls-Universität Heidelberg 1572 Thomas James Cooney NDSU Ph.D. Graduates Morton Finston Guido Castelnuovo University of Illinois at Urbana-Champaign 1969 in Mathematics Brown University 1949 Università di Padova 1886 Willebrord (Snel van Royen) Snellius Thomas Erpenius Hieronymus (Girolamo Fabrici d'Acquapendente) Fabricius Theodor Zwinger Universiteit Leiden 1607 Chaim Leib Pekeris Bridget Anne Arvold George Korvin Bienkowski Oscar Ascher Zariski Key University of Georgia 1998 Massachusetts Institute of Technology 1962 Università di Roma 1925 Jacobus Golius Marin Mersenne Gilbert Jacchaeus Adriaan von den Spieghel Johannes Nicolaus Stupanus Justus (Joost Lips) Lipsius Universiteit Leiden 1612, 1621 Université Paris IV-Sorbonne 1611 University of St. -
From the Collections of the Seeley G. Mudd Manuscript Library, Princeton, NJ
From the collections of the Seeley G. Mudd Manuscript Library, Princeton, NJ These documents can only be used for educational and research purposes (“Fair use”) as per U.S. Copyright law (text below). By accessing this file, all users agree that their use falls within fair use as defined by the copyright law. They further agree to request permission of the Princeton University Library (and pay any fees, if applicable) if they plan to publish, broadcast, or otherwise disseminate this material. This includes all forms of electronic distribution. Inquiries about this material can be directed to: Seeley G. Mudd Manuscript Library 65 Olden Street Princeton, NJ 08540 609-258-6345 609-258-3385 (fax) [email protected] U.S. Copyright law test The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or other reproduction is not to be “used for any purpose other than private study, scholarship or research.” If a user makes a request for, or later uses, a photocopy or other reproduction for purposes in excess of “fair use,” that user may be liable for copyright infringement. The Princeton Mathematics Community in the 1930s Transcript Number 29 (PMC29) © 1:he Trustees of Princeton University, 1985 ALBERT TUCKER THE MATHEMATICS COMMUNITY AT PRINCETON BEFORE 1930 This is an interview with Albert Tucker in his office at Princeton University on 10 April 1984 conducted by William Aspray of the Babbage Institute. -
The University of Chicago
“ ( the (univer sity of ¢bi cago ' - ‘ ll o rw s v J o H N D R CKEFEL L ER u o a . O B U L L E T I N O F I N F O RM A T I O N L XI I MAY 1922 V O . X REGISTER O F DO CTO RS O F P H ILOSOP HY O F T H E UNIV ERSITY O F JUNE 1893 —DECEIVIBER 19 21 _ T H E UN IV ERSIT Y O C H I C AGO , ' Ma r A r il a nd Ma . r ime s a. e ar : a nu a Pu blished by t he Unive r sity o f Chic a g o fo u t y J ry, c p , y - t he Po s - o ffic e a t Chic a 0 EL u nde r t he Ac t o f e r a o c ss ma e r Ma r c 1 1 1 . ai t , , Ent ed s sec nd la tt h 4 , 9 4 , t A r o os a e r o vided o r i ec io n 1 1 0 Ac t o r ma ilin a t s ec i al a e f S , A st 2 1 1 2 . c c e ta nc e f t t g p t 3 4 , 9 p g p p p 8 o f o be r 1 1 a uthor ize d o n une 6 1 9 1 .