How We Got From There To Here A Story Of Real Analysis

This book is an introductory real analysis textbook, presented through the lens of history. That is, it proposes that an effective way to motivate the highly non-intuitve definitions and theorems encountered in an introductory, college level Real Analysis course is via one of the stories (there are many) of the historical development of the subject, from its intuitive beginnings to modern rigor. The definitions and techniques are motivated by the actual difficulties encountered by the intuitive approach and are presented in their historical context.

"This book covers the major topics typically addressed in an introductory undergraduate course in real analysis in their historical order. Written with the student in mind, the book provides guidance for transforming an intuitive understanding into rigorous mathematical arguments. For example, in addition to more traditional problems, major theorems are often stated and a proof is outlined. The student is then asked to fill in the missing details as a homework problem"--Provided by publisher.

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.

Long familiar to theologians and theology students, John Howard Yoder (1927-1997) is increasingly recognized as one of the most significant theologians of the later twentieth century. Yoder, hailed as a gifted proponent of Anabaptist social ethics, was also an astute and ecumenically-minded constructive theologian. Preface to Theology, initially developed as seminary course material, is key to understanding Yoder's theology and his ever central commitment to Christology. It provides an introduction to the traditional categories of systematic theology, suggesting Yoder's concern with our posture toward theological study and the importance of viewing this study as a vital, ongoing process. Preface to Theology, introduced by Stanley Hauerwas and Alex Sider, includes updated documentation of Yoder's sources. The approachable, student-friendly format makes this volume, now offically in print for the first time, ideal for both the beginning theology student and the advanced scholar. Readers in all Christian traditions will find it a penetrating introduction to theology; students of Yoder's thought will find it indispensable.

Systematically develop the concepts and tools that are vital to every mathematician, whether pure or applied, aspiring or established A comprehensive treatment with a global view of the subject, emphasizing the connections between real analysis and other branches of mathematics Included throughout are many examples and hundreds of problems, and a separate 55-page section gives hints or complete solutions for most.

“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