Mathematical Analysis. Volume I
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Analysis of Functions of a Single Variable a Detailed Development
ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra. -
Variables in Mathematics Education
Variables in Mathematics Education Susanna S. Epp DePaul University, Department of Mathematical Sciences, Chicago, IL 60614, USA http://www.springer.com/lncs Abstract. This paper suggests that consistently referring to variables as placeholders is an effective countermeasure for addressing a number of the difficulties students’ encounter in learning mathematics. The sug- gestion is supported by examples discussing ways in which variables are used to express unknown quantities, define functions and express other universal statements, and serve as generic elements in mathematical dis- course. In addition, making greater use of the term “dummy variable” and phrasing statements both with and without variables may help stu- dents avoid mistakes that result from misinterpreting the scope of a bound variable. Keywords: variable, bound variable, mathematics education, placeholder. 1 Introduction Variables are of critical importance in mathematics. For instance, Felix Klein wrote in 1908 that “one may well declare that real mathematics begins with operations with letters,”[3] and Alfred Tarski wrote in 1941 that “the invention of variables constitutes a turning point in the history of mathematics.”[5] In 1911, A. N. Whitehead expressly linked the concepts of variables and quantification to their expressions in informal English when he wrote: “The ideas of ‘any’ and ‘some’ are introduced to algebra by the use of letters. it was not till within the last few years that it has been realized how fundamental any and some are to the very nature of mathematics.”[6] There is a question, however, about how to describe the use of variables in mathematics instruction and even what word to use for them. -
A Quick Algebra Review
A Quick Algebra Review 1. Simplifying Expressions 2. Solving Equations 3. Problem Solving 4. Inequalities 5. Absolute Values 6. Linear Equations 7. Systems of Equations 8. Laws of Exponents 9. Quadratics 10. Rationals 11. Radicals Simplifying Expressions An expression is a mathematical “phrase.” Expressions contain numbers and variables, but not an equal sign. An equation has an “equal” sign. For example: Expression: Equation: 5 + 3 5 + 3 = 8 x + 3 x + 3 = 8 (x + 4)(x – 2) (x + 4)(x – 2) = 10 x² + 5x + 6 x² + 5x + 6 = 0 x – 8 x – 8 > 3 When we simplify an expression, we work until there are as few terms as possible. This process makes the expression easier to use, (that’s why it’s called “simplify”). The first thing we want to do when simplifying an expression is to combine like terms. For example: There are many terms to look at! Let’s start with x². There Simplify: are no other terms with x² in them, so we move on. 10x x² + 10x – 6 – 5x + 4 and 5x are like terms, so we add their coefficients = x² + 5x – 6 + 4 together. 10 + (-5) = 5, so we write 5x. -6 and 4 are also = x² + 5x – 2 like terms, so we can combine them to get -2. Isn’t the simplified expression much nicer? Now you try: x² + 5x + 3x² + x³ - 5 + 3 [You should get x³ + 4x² + 5x – 2] Order of Operations PEMDAS – Please Excuse My Dear Aunt Sally, remember that from Algebra class? It tells the order in which we can complete operations when solving an equation. -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
Mathematical Analysis of the Accordion Grating Illusion: a Differential Geometry Approach to Introduce the 3D Aperture Problem
Neural Networks 24 (2011) 1093–1101 Contents lists available at SciVerse ScienceDirect Neural Networks journal homepage: www.elsevier.com/locate/neunet Mathematical analysis of the Accordion Grating illusion: A differential geometry approach to introduce the 3D aperture problem Arash Yazdanbakhsh a,b,∗, Simone Gori c,d a Cognitive and Neural Systems Department, Boston University, MA, 02215, United States b Neurobiology Department, Harvard Medical School, Boston, MA, 02115, United States c Universita' degli studi di Padova, Dipartimento di Psicologia Generale, Via Venezia 8, 35131 Padova, Italy d Developmental Neuropsychology Unit, Scientific Institute ``E. Medea'', Bosisio Parini, Lecco, Italy article info a b s t r a c t Keywords: When an observer moves towards a square-wave grating display, a non-rigid distortion of the pattern Visual illusion occurs in which the stripes bulge and expand perpendicularly to their orientation; these effects reverse Motion when the observer moves away. Such distortions present a new problem beyond the classical aperture Projection line Line of sight problem faced by visual motion detectors, one we describe as a 3D aperture problem as it incorporates Accordion Grating depth signals. We applied differential geometry to obtain a closed form solution to characterize the fluid Aperture problem distortion of the stripes. Our solution replicates the perceptual distortions and enabled us to design a Differential geometry nulling experiment to distinguish our 3D aperture solution from other candidate mechanisms (see Gori et al. (in this issue)). We suggest that our approach may generalize to other motion illusions visible in 2D displays. ' 2011 Elsevier Ltd. All rights reserved. 1. Introduction need for line-ends or intersections along the lines to explain the illusion. -
Leibniz and the Infinite
Quaderns d’Història de l’Enginyeria volum xvi 2018 LEIBNIZ AND THE INFINITE Eberhard Knobloch [email protected] 1.-Introduction. On the 5th (15th) of September, 1695 Leibniz wrote to Vincentius Placcius: “But I have so many new insights in mathematics, so many thoughts in phi- losophy, so many other literary observations that I am often irresolutely at a loss which as I wish should not perish1”. Leibniz’s extraordinary creativity especially concerned his handling of the infinite in mathematics. He was not always consistent in this respect. This paper will try to shed new light on some difficulties of this subject mainly analysing his treatise On the arithmetical quadrature of the circle, the ellipse, and the hyperbola elaborated at the end of his Parisian sojourn. 2.- Infinitely small and infinite quantities. In the Parisian treatise Leibniz introduces the notion of infinitely small rather late. First of all he uses descriptions like: ad differentiam assignata quavis minorem sibi appropinquare (to approach each other up to a difference that is smaller than any assigned difference)2, differat quantitate minore quavis data (it differs by a quantity that is smaller than any given quantity)3, differentia data quantitate minor reddi potest (the difference can be made smaller than a 1 “Habeo vero tam multa nova in Mathematicis, tot cogitationes in Philosophicis, tot alias litterarias observationes, quas vellem non perire, ut saepe inter agenda anceps haeream.” (LEIBNIZ, since 1923: II, 3, 80). 2 LEIBNIZ (2016), 18. 3 Ibid., 20. 11 Eberhard Knobloch volum xvi 2018 given quantity)4. Such a difference or such a quantity necessarily is a variable quantity. -
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I The Department, in partnership with Louisiana Public Broadcasting (LPB), Illustrative Math (IM), and SchoolKit selected 20 of the critical lessons in each grade level to broadcast on LPB in July of 2020. These lessons along with a few others are still available on demand on the SchoolKit website. To ensure accessibility for students with disabilities, all recorded on-demand videos are available with closed captioning and audio description. Updated on August 6, 2020 Video Lessons for Illustrative Math Grades 6-8 and Algebra I Background Information: Lessons were identified using the following criteria: 1. the most critical content of the grade level 2. content that many students missed due to school closures in the 2019-20 school year These lessons constitute only a portion of the critical lessons in each grade level. These lessons are available at the links below: • Grade 6: http://schoolkitgroup.com/video-grade-6/ • Grade 7: http://schoolkitgroup.com/video-grade-7/ • Grade 8: http://schoolkitgroup.com/video-grade-8/ • Algebra I: http://schoolkitgroup.com/video-algebra/ The tables below contain information on each of the lessons available for on-demand viewing with links to individual lessons embedded for each grade level. • Grade 6 Video Lesson List • Grade 7 Video Lesson List • Grade 8 Video Lesson List • Algebra I Video Lesson List Video Lessons for Illustrative Math Grades 6-8 and Algebra I Grade 6 Video Lesson List 6th Grade Illustrative Mathematics Units 2, 3, -
History of Mathematics
History of Mathematics James Tattersall, Providence College (Chair) Janet Beery, University of Redlands Robert E. Bradley, Adelphi University V. Frederick Rickey, United States Military Academy Lawrence Shirley, Towson University Introduction. There are many excellent reasons to study the history of mathematics. It helps students develop a deeper understanding of the mathematics they have already studied by seeing how it was developed over time and in various places. It encourages creative and flexible thinking by allowing students to see historical evidence that there are different and perfectly valid ways to view concepts and to carry out computations. Ideally, a History of Mathematics course should be a part of every mathematics major program. A course taught at the sophomore-level allows mathematics students to see the great wealth of mathematics that lies before them and encourages them to continue studying the subject. A one- or two-semester course taught at the senior level can dig deeper into the history of mathematics, incorporating many ideas from the 19th and 20th centuries that could only be approached with difficulty by less prepared students. Such a senior-level course might be a capstone experience taught in a seminar format. It would be wonderful for students, especially those planning to become middle school or high school mathematics teachers, to have the opportunity to take advantage of both options. We also encourage History of Mathematics courses taught to entering students interested in mathematics, perhaps as First Year or Honors Seminars; to general education students at any level; and to junior and senior mathematics majors and minors. Ideally, mathematics history would be incorporated seamlessly into all courses in the undergraduate mathematics curriculum in addition to being addressed in a few courses of the type we have listed. -
Pure Mathematics
Why Study Mathematics? Mathematics reveals hidden patterns that help us understand the world around us. Now much more than arithmetic and geometry, mathematics today is a diverse discipline that deals with data, measurements, and observations from science; with inference, deduction, and proof; and with mathematical models of natural phenomena, of human behavior, and social systems. The process of "doing" mathematics is far more than just calculation or deduction; it involves observation of patterns, testing of conjectures, and estimation of results. As a practical matter, mathematics is a science of pattern and order. Its domain is not molecules or cells, but numbers, chance, form, algorithms, and change. As a science of abstract objects, mathematics relies on logic rather than on observation as its standard of truth, yet employs observation, simulation, and even experimentation as means of discovering truth. The special role of mathematics in education is a consequence of its universal applicability. The results of mathematics--theorems and theories--are both significant and useful; the best results are also elegant and deep. Through its theorems, mathematics offers science both a foundation of truth and a standard of certainty. In addition to theorems and theories, mathematics offers distinctive modes of thought which are both versatile and powerful, including modeling, abstraction, optimization, logical analysis, inference from data, and use of symbols. Mathematics, as a major intellectual tradition, is a subject appreciated as much for its beauty as for its power. The enduring qualities of such abstract concepts as symmetry, proof, and change have been developed through 3,000 years of intellectual effort. Like language, religion, and music, mathematics is a universal part of human culture. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Mathematics (MATH) 1
Mathematics (MATH) 1 MATHEMATICS (MATH) Courses MATH-015 ARITHMETIC AND PRE-ALGEBRA 3.00 Credits Preparation for MATH 023 and MATH 025. Arithmetic with whole numbers, signed numbers, fractions, and decimals. Order of operations, variables, simplifying of algebraic expressions. Concrete representations of arithmetic operations and algebraic concepts are emphasized. Particularly appropriate for students who experience anxiety when learning mathematics. Course fee. MATH-023 BASIC ALGEBRA FOR MATH AS A LIBERAL ART 3.00 Credits Brief review of integer arithmetic, fraction arithmetic, percent and order of operations. Evaluating formulas. Units and unit analysis. Solving equations in one variable and using equations in one variable to solve application problems. Graphing linear equations, intercepts, slope, writing the equation of a line. Introduction to functions. Average rate of change, introduction to linear and exponential models. Simplifying exponential expressions, scientific notation, introduction to logarithms. Introduction to sets, counting methods, and discrete probability. Pre-requisite: A grade of C or better in Math-015 or satisfactory placement score. Course fee. MATH-025 BASIC ALGEBRA 3.00 Credits Brief review of prealgebra. Solving equations and inequalities in one variable; applications. Evaluating formulas; unit analysis. Graphing linear equations, intercepts, slope, writing the equation of a line, introduction to functions. Average rate of change and linear models. Graphing linear inequalities. Systems of linear equations; applications. Exponent rules and scientific notation. Addition, subtraction, multiplication, and factoring of polynomials in one variable. Using the zero product property to solve quadratic equations in one variable. Pre-requisite: A grade of 'C' or better in MATH-015 or satisfactory placement score. MATH-123 MATH IN MODERN SOCIETY 3.00 Credits This course introduces students to the form and function of mathematics as it applies to liberal-arts studies with a heavy emphasis on its applications. -
Iasinstitute for Advanced Study
IAInsti tSute for Advanced Study Faculty and Members 2012–2013 Contents Mission and History . 2 School of Historical Studies . 4 School of Mathematics . 21 School of Natural Sciences . 45 School of Social Science . 62 Program in Interdisciplinary Studies . 72 Director’s Visitors . 74 Artist-in-Residence Program . 75 Trustees and Officers of the Board and of the Corporation . 76 Administration . 78 Past Directors and Faculty . 80 Inde x . 81 Information contained herein is current as of September 24, 2012. Mission and History The Institute for Advanced Study is one of the world’s leading centers for theoretical research and intellectual inquiry. The Institute exists to encourage and support fundamental research in the sciences and human - ities—the original, often speculative thinking that produces advances in knowledge that change the way we understand the world. It provides for the mentoring of scholars by Faculty, and it offers all who work there the freedom to undertake research that will make significant contributions in any of the broad range of fields in the sciences and humanities studied at the Institute. Y R Founded in 1930 by Louis Bamberger and his sister Caroline Bamberger O Fuld, the Institute was established through the vision of founding T S Director Abraham Flexner. Past Faculty have included Albert Einstein, I H who arrived in 1933 and remained at the Institute until his death in 1955, and other distinguished scientists and scholars such as Kurt Gödel, George F. D N Kennan, Erwin Panofsky, Homer A. Thompson, John von Neumann, and A Hermann Weyl. N O Abraham Flexner was succeeded as Director in 1939 by Frank Aydelotte, I S followed by J.