Augustin-Louis Cauchy and Cours D'analyse
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Leonhard Euler - Wikipedia, the Free Encyclopedia Page 1 of 14
Leonhard Euler - Wikipedia, the free encyclopedia Page 1 of 14 Leonhard Euler From Wikipedia, the free encyclopedia Leonhard Euler ( German pronunciation: [l]; English Leonhard Euler approximation, "Oiler" [1] 15 April 1707 – 18 September 1783) was a pioneering Swiss mathematician and physicist. He made important discoveries in fields as diverse as infinitesimal calculus and graph theory. He also introduced much of the modern mathematical terminology and notation, particularly for mathematical analysis, such as the notion of a mathematical function.[2] He is also renowned for his work in mechanics, fluid dynamics, optics, and astronomy. Euler spent most of his adult life in St. Petersburg, Russia, and in Berlin, Prussia. He is considered to be the preeminent mathematician of the 18th century, and one of the greatest of all time. He is also one of the most prolific mathematicians ever; his collected works fill 60–80 quarto volumes. [3] A statement attributed to Pierre-Simon Laplace expresses Euler's influence on mathematics: "Read Euler, read Euler, he is our teacher in all things," which has also been translated as "Read Portrait by Emanuel Handmann 1756(?) Euler, read Euler, he is the master of us all." [4] Born 15 April 1707 Euler was featured on the sixth series of the Swiss 10- Basel, Switzerland franc banknote and on numerous Swiss, German, and Died Russian postage stamps. The asteroid 2002 Euler was 18 September 1783 (aged 76) named in his honor. He is also commemorated by the [OS: 7 September 1783] Lutheran Church on their Calendar of Saints on 24 St. Petersburg, Russia May – he was a devout Christian (and believer in Residence Prussia, Russia biblical inerrancy) who wrote apologetics and argued Switzerland [5] forcefully against the prominent atheists of his time. -
Mathematical Language and Mathematical Progress by Eberhard Knobloch
Mathematical language and mathematical progress By Eberhard Knobloch In 1972 the space probe Pioneer 10 was launched, carrying a plaque which contains the first message of mankind to leave our solar system1: The space probe is represented by a circular segment and a rectangle designed on the same scale as that of the man and the woman. This is not true of the solar system: sun and planets are represented by small circles and points. We do not know whether there are other intelligent beings living on stars in the universe, or whether they will even understand the message. But the non-verbal, the symbolical language of geometry seemed to be more appropriate than any other language. The grammar of any ordinary language is so complicated that still every computer breaks down with regards to it. 1 Karl Märker, "Sind wir allein im Weltall? Kosmos und Leben", in: Astronomie im Deutschen Museum, Planeten - Sterne - Welteninseln, hrsg. von Gerhard Hartl, Karl Märker, Jürgen Teichmann, Gudrun Wolfschmidt (München: Deutsches Museum, 1993), p. 217. [We reproduce the image of the plaque from: http://en.wikipedia.org/wiki/Pioneer_plaque ; Karine Chemla] 1 The famous Nicholas Bourbaki wrote in 19482: "It is the external form which the mathematician gives to his thought, the vehicle which makes it accessible to others, in short, the language suited to mathematics; this is all, no further significance should be attached to it". Bourbaki added: "To lay down the rules of this language, to set up its vocabulary and to clarify its syntax, all that is indeed extremely useful." But it was only the least interesting aspect of the axiomatic method for him. -
Lagrange's Theory of Analytical Functions and His Ideal of Purity of Method
Lagrange’s Theory of Analytical Functions and his Ideal of Purity of Method Giovanni Ferraro, Marco Panza To cite this version: Giovanni Ferraro, Marco Panza. Lagrange’s Theory of Analytical Functions and his Ideal of Purity of Method. Archive for History of Exact Sciences, Springer Verlag, 2012, 66, pp.95-197. hal-00614606 HAL Id: hal-00614606 https://hal.archives-ouvertes.fr/hal-00614606 Submitted on 12 Aug 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. LAGRANGE’S THEORY OF ANALYTICAL FUNCTIONS AND HIS IDEAL OF PURITY OF METHOD GIOVANNI FERRARO AND MARCO PANZA ABSTRACT. We reconstruct essential features of Lagrange’s theory of analytical functions by exhibiting its structure and basic assumptions, as well as its main shortcomings. We explain Lagrange’s notions of function and algebraic quantity, and concentrate on power-series expansions, on the algorithm for derivative functions, and the remainder theorem—especially the role this theorem has in solving geometric and mechanical problems. We thus aim to provide a better understanding of Enlightenment mathematics and to show that the foundations of mathematics did not, for Lagrange, concern the solidity of its ultimate bases, but rather purity of method—the generality and internal organization of the discipline. -
God, King, and Geometry: Revisiting the Introduction to Cauchy's Cours D'analyse
God, King, and Geometry: Revisiting the Introduction to Cauchy's Cours d'Analyse Michael J. Barany Program in History of Science, Princeton University, 129 Dickinson Hall, Princeton, New Jersey 08544, United States Abstract This article offers a systematic reading of the introduction to Augustin-Louis Cauchy's landmark 1821 mathematical textbook, the Cours d'analyse. Despite its emblematic status in the history of mathematical analysis and, indeed, of modern mathematics as a whole, Cauchy's introduction has been more a source for suggestive quotations than an object of study in its own right. Cauchy's short mathematical metatext offers a rich snapshot of a scholarly paradigm in transition. A close reading of Cauchy's writing reveals the complex modalities of the author's epistemic positioning, particularly with respect to the geometric study of quantities in space, as he struggles to refound the discipline on which he has staked his young career. Keywords: Augustin-Louis Cauchy, Cours d'analyse, History of Analysis, Mathematics and Politics 2000 MSC: 01-02, 65-03, 97-03 1. Introduction Despite its emblematic status in the history of mathematical analysis and, indeed, of modern mathematics as a whole, the introduction to Augustin-Louis Cauchy's 1821 Cours d'analyse has been, in the historical literature, more a source for suggestive quotations than an object of study in its own right. In his introduction, Cauchy definitively outlines what were to be the foundations of his new rigorous mathematics, invoking both specific mathematical practices and their underlying philosophical principles. His text is thus a fecund encapsulation of the mathematical and epistemological work which would make him \the man who taught rigorous analysis to all of Europe" (Grabiner, 1981, p. -
History of Mathematics in the Higher Education Curriculum
History of Mathematics in the Higher Education Curriculum Mathematical Sciences HE Curriculum Innovation Project Innovation Curriculum HE Sciences Mathematical Edited by Mark McCartney History of Mathematics in the Higher Education Curriculum Edited by Mark McCartney A report by the working group on History of Mathematics in the Higher Education Curriculum, May 2012. Supported by the Maths, Stats and OR Network, as part of the Mathematical Sciences Strand of the National HE STEM Programme, and the British Society for the History of Mathematics (BSHM). Working group members: Noel-Ann Bradshaw (University of Greenwich; BSHM Treasurer); Snezana Lawrence (Bath Spa University; BSHM Education Officer); Mark McCartney (University of Ulster; BSHM Publicity Officer); Tony Mann (University of Greenwich; BSHM Immediate Past President); Robin Wilson (Pembroke College, Oxford; BSHM President). History of Mathematics in the Higher Education Curriculum Contents Contents Introduction 5 Teaching the history of mathematics at the University of St Andrews 9 History in the undergraduate mathematics curriculum – a case study from Greenwich 13 Teaching History of Mathematics at King’s College London 15 History for learning Analysis 19 History of Mathematics in a College of Education Context 23 Teaching the history of mathematics at the Open University 27 Suggested Resources 31 History of Mathematics in the Higher Education Curriculum Introduction Introduction Mathematics is usually, and of course correctly, presented ‘ready-made’ to students, with techniques and applications presented systematically and in logical order. However, like any other academic subject, mathematics has a history which is rich in astonishing breakthroughs, false starts, misattributions, confusions and dead-ends. This history gives a narrative and human context which adds colour and context to the discipline. -
Is Leibnizian Calculus Embeddable in First Order Logic?
Is Leibnizian Calculus Embeddable in First Order Logic? Piotr Błaszczyk, Vladimir Kanovei, Karin U. Katz, Mikhail G. Katz, Taras Kudryk, Thomas Mormann & David Sherry Foundations of Science The official Journal of the Association for Foundations of Science, Language and Cognition ISSN 1233-1821 Found Sci DOI 10.1007/s10699-016-9495-6 1 23 Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be self- archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com”. 1 23 Author's personal copy Found Sci DOI 10.1007/s10699-016-9495-6 Is Leibnizian Calculus Embeddable in First Order Logic? 1 2,3 4 Piotr Błaszczyk • Vladimir Kanovei • Karin U. Katz • 4 5 6 Mikhail G. Katz • Taras Kudryk • Thomas Mormann • David Sherry7 Ó Springer Science+Business Media Dordrecht 2016 Abstract To explore the extent of embeddability of Leibnizian infinitesimal calculus in first-order logic (FOL) and modern frameworks, we propose to set aside ontological issues and focus on procedural questions. -
Questions of Generality As Probes Into Nineteenth-Century Mathematical Analysis Renaud Chorlay REHSEIS at the Beginning of the C
Questions of Generality as Probes into Nineteenth-Century Mathematical Analysis Renaud Chorlay REHSEIS At the beginning of the century, the idea of a function was a notion both too narrow and too vague. … It has all changed today; one distinguishes between two domains, one is limitless, the other one is narrower but better-cultivated. The first one is that of functions in general, the second one that of analytic functions. In the first one, all whimsies are allowed and, every step of the way, our habits are clashed with, our associations of ideas are disrupted; thus, we learn to distrust some loose reasoning which seemed convincing to our fathers. In the second domain, those conclusions are allowable, but we know why; once a good definition had been placed at the start, rigorous logic reappeared. 1 In this passage from Poincaré’s 1898 eulogy of Weierstrass, the French mathematician gave his version of the classical description of the rise of rigor in mathematical Analysis2 in the nineteenth century. Though the quotation is quite straightforward, two elements raise questions. First, it is customary to associate vague ideas with limitless object-domains, and precise definitions with clearly bounded object-domains3; conceptual clarification walks hand in hand with domain-restriction. However, Poincaré described here the passage from a vague to a distinct notion of function as walking hand in hand with domain-extension. Second, after reading the last sentence, one would expect Poincaré to give this “good definition” which took one century to emerge and whose emergence eventually put mathematical Analysis back on the safer track of rigor. -
Arxiv:1108.4201V2 [Math.HO] 17 Oct 2011 72,9C0
CAUCHY’S CONTINUUM KARIN U. KATZ AND MIKHAIL G. KATZ0 Abstract. Cauchy’s sum theorem of 1821 has been the subject of rival interpretations ever since Robinson proposed a novel reading in the 1960s. Some claim that Cauchy modified the hypothesis of his theorem in 1853 by introducing uniform convergence, whose traditional formulation requires a pair of independent variables. Meanwhile, Cauchy’s hypothesis is formulated in terms of a single variable x, rather than a pair of variables, and requires the error term rn = rn(x) to go to zero at all values of x, including the 1 infinitesimal value generated by n , explicitly specified by Cauchy. If one wishes to understand Cauchy’s modification/clarification of the hypothesis of the sum theorem in 1853, one has to jettison the automatic translation-to-limits. Contents 1. Sifting the chaff from the grain in Lagrange 2 2. Cauchy’s continuity 3 3. Br˚ating’s close reading 5 4. Cauchy’s 1853 text 8 5. Is the traditional reading, coherent? 9 6. Conclusion 12 Appendix A. Spalts Kontinuum 12 arXiv:1108.4201v2 [math.HO] 17 Oct 2011 Appendix B. Fermat, Wallis, and an “amazingly reckless” use of infinity 17 Appendix C. Rival continua 21 Acknowledgments 24 References 24 0Supported by the Israel Science Foundation grant 1294/06 2000 Mathematics Subject Classification. 01A85; Secondary 26E35, 03A05, 97A20, 97C30 . Key words and phrases. Bj¨orling, Cauchy, continuum, infinitesimal, sum theo- rem, uniform continuity, uniform convergence. 1 2 KARINU.KATZANDMIKHAILG.KATZ0 1. Sifting the chaff from the grain in Lagrange One of the most influential scientific treatises in Cauchy’s era was J.-L. -
Download Article
International Conference on Social Science and Higher Education (ICSSHE 2015) The Contents of Some Mathematical Courses need to be Improved: a Viewpoint for Education Reformation Wei Wang Dept. of Mathematics, School of Information Renmin University of China Beijing, China [email protected] Abstract—Mathematics is the language for natural sciences, astronomy. Today, all sciences and technology suggest engineering technology, or social sciences. In this paper, after problems studied by mathematicians, and many problems arise analyzing the problems of recent mathematical education, and within mathematics itself. For example, the physicist Richard based on the conclusion that mathematics is not only just an Feynman invented the path integral formulation of quantum abstract subject, but also an economic and effective methodology, mechanics using a combination of mathematical reasoning and we propose a viewpoint on the reformation on the contents of physical insight, and today's string theory, a still-developing some basic courses for mathematical education, especially on the scientific theory which attempts to unify the four fundamental improvement to the contents of some main mathematical courses. We propose the possible extension for mathematical analysis, forces of nature, continues to inspire new math ([2], [3]). advanced algebra, and mathematical statistics from the viewpoint Unfortunately, the textbooks appeared to students are that of education reformation, and emphasize the necessary of math concerns about classic problems, and it is the subject with employing the information technology in mathematical education. the features of beauty, precision, abstract, and unassailable. They are full of algorithms and skills. And in the textbooks, Keywords—mathematical education; education reformation; little is related with today’s development and the requirements. -
Arxiv:1609.04531V1 [Math.HO] 15 Sep 2016 OADAHSOYO AHMTC FOCUSED MATHEMATICS of HISTORY a TOWARD .Gtfidwlemvnlinz19 11 8 3 2 Leibniz Von Wilhelm Gottfried Gregory 6
TOWARD A HISTORY OF MATHEMATICS FOCUSED ON PROCEDURES PIOTR BLASZCZYK, VLADIMIR KANOVEI, KARIN U. KATZ, MIKHAIL G. KATZ, SEMEN S. KUTATELADZE, AND DAVID SHERRY Abstract. Abraham Robinson’s framework for modern infinitesi- mals was developed half a century ago. It enables a re-evaluation of the procedures of the pioneers of mathematical analysis. Their pro- cedures have been often viewed through the lens of the success of the Weierstrassian foundations. We propose a view without pass- ing through the lens, by means of proxies for such procedures in the modern theory of infinitesimals. The real accomplishments of calculus and analysis had been based primarily on the elaboration of novel techniques for solving problems rather than a quest for ul- timate foundations. It may be hopeless to interpret historical foun- dations in terms of a punctiform continuum, but arguably it is pos- sible to interpret historical techniques and procedures in terms of modern ones. Our proposed formalisations do not mean that Fer- mat, Gregory, Leibniz, Euler, and Cauchy were pre-Robinsonians, but rather indicate that Robinson’s framework is more helpful in understanding their procedures than a Weierstrassian framework. Contents 1. Introduction 2 2. Methodological issues 2 2.1. Procedures vs foundations 2 2.2. Parsimonious and profligate 3 arXiv:1609.04531v1 [math.HO] 15 Sep 2016 2.3. Our assumptions 3 2.4. Triumvirate and Limit 4 2.5. Adequately say why 5 2.6. Euler’s intuitions 6 2.7. Gray parsimoniousness toward Leibniz 8 2.8. The truth in mind 10 2.9. Did Euler prove theorems by example? 11 3. -
Leibniz's Infinitesimals: Their Fictionality, Their Modern
LEIBNIZ’S INFINITESIMALS: THEIR FICTIONALITY, THEIR MODERN IMPLEMENTATIONS, AND THEIR FOES FROM BERKELEY TO RUSSELL AND BEYOND MIKHAIL G. KATZ AND DAVID SHERRY Abstract. Many historians of the calculus deny significant con- tinuity between infinitesimal calculus of the 17th century and 20th century developments such as Robinson’s theory. Robinson’s hy- perreals, while providing a consistent theory of infinitesimals, re- quire the resources of modern logic; thus many commentators are comfortable denying a historical continuity. A notable exception is Robinson himself, whose identification with the Leibnizian tradi- tion inspired Lakatos, Laugwitz, and others to consider the history of the infinitesimal in a more favorable light. Inspite of his Leib- nizian sympathies, Robinson regards Berkeley’s criticisms of the infinitesimal calculus as aptly demonstrating the inconsistency of reasoning with historical infinitesimal magnitudes. We argue that Robinson, among others, overestimates the force of Berkeley’s crit- icisms, by underestimating the mathematical and philosophical re- sources available to Leibniz. Leibniz’s infinitesimals are fictions, not logical fictions, as Ishiguro proposed, but rather pure fictions, like imaginaries, which are not eliminable by some syncategore- matic paraphrase. We argue that Leibniz’s defense of infinites- imals is more firmly grounded than Berkeley’s criticism thereof. We show, moreover, that Leibniz’s system for differential calcu- lus was free of logical fallacies. Our argument strengthens the conception of modern infinitesimals as a development of Leibniz’s strategy of relating inassignable to assignable quantities by means of his transcendental law of homogeneity. arXiv:1205.0174v1 [math.HO] 1 May 2012 Contents 1. Introduction 3 2. Preliminary developments 5 3. -
Pathways from the Past
Pathways from the Past II: Using History to Teach Algebra William P. Berlinghoff Fernando Q. Gouvˆea Oxton House Publishers 2013 Oxton House Publishers, LLC P. O. Box 209 Farmington, Maine 04938 phone: 1-800-539-7323 fax: 1-207-779-0623 www.oxtonhouse.com Copyright c 2002, 2013 by William P. Berlinghoff and Fernando Q. Gouvˆea. All rights reserved. Except as noted below, no part of this publication may be copied, reproduced, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. Send all per- mission requests to Oxton House Publishers at the address above. Copying Permission for the Activity Sheets: The activity sheets accompany- ing this booklet may be copied for use with the students of one teacher or tutor. ISBN 978-1-881929-67-3 (downloadable pdf format) Contents First Thoughts for Teachers ..............................1 1. Writing Algebra: Using Algebraic Symbols ..........7 Sheet 1-1: Symbols of Arithmetic ....................... .......8 Sheet 1-2: Algebra in Italy, 1200–1550 .................. ......12 Sheet 1-3: Germany and France, 1450–1600 ................ ...16 Sheet 1-4: Letters for Numbers ......................... ......20 2. Linear Thinking: Ratio, Proportion, and Slope . 24 Sheet 2-1: The Rule of Three Direct ...................... ....25 Sheet 2-2: The Rule of Three Inverse ..................... ....28 Sheet 2-3: False Position ............................. ........31 Sheet 2-4: Double False Position ....................... ...... 34 3. A Square and Things: Quadratic Equations ........37 Sheet 3-1: Completing a Square ......................... .....38 Sheet 3-2: Algebra Comes of Age ......................... ....41 Sheet 3-3: Using Zero ................................. .......44 Sheet 3-4: A Method That Always Works ...................