Mathematics is a subject we are all exposed to in our daily lives, but one that many of us fear. Timothy Gowers’s entertaining overview of the topic explains the differences between what we learn at school and advanced mathematics, and helps the math phobic emerge with a clearer understanding of such paradoxical-sounding concepts as “infinity,” “curved space,” and “imaginary numbers.” From basic ideas to philosophical queries to common sociological questions about the mathematical community, this book unravels the mysteries of space and numbers.
Most philosophers of mathematics treat it as isolated, timeless, ahistorical, inhuman. Reuben Hersh argues the contrary, that mathematics must be understood as a human activity, a social phenomenon, part of human culture, historically evolved, and intelligible only in a social context. Hersh pulls the screen back to reveal mathematics as seen by professionals, debunking many mathematical myths, and demonstrating how the "humanist" idea of the nature of mathematics more closely resembles how mathematicians actually work. At the heart of his book is a fascinating historical account of the mainstream of philosophy--ranging from Pythagoras, Descartes, and Spinoza, to Bertrand Russell, David Hilbert, and Rudolph Carnap--followed by the mavericks who saw mathematics as a human artifact, including Aristotle, Locke, Hume, Mill, and Lakatos. What is Mathematics, Really? reflects an insider's view of mathematical life, and will be hotly debated by anyone with an interest in mathematics or the philosophy of science.
Prepare to be inspired. Power in Numbers: The Rebel Women of Mathematics is a full-color volume that takes aim at the forgotten influence of women on the development of mathematics over the last two millennia. You'll see each eminent mathematician come to life on each page, women like the astronomer-philosopher Hypatia, theoretical physicist Emmy Noether, and rocket scientist Annie Easley. Power in Numbers: The Rebel Women of Mathematics is an affirmation of female genius and a celebration of the boundless applications of mathematics. See their stories!
The twentieth century has witnessed an unprecedented 'crisis in the foundations of mathematics', featuring a world-famous paradox (Russell's Paradox), a challenge to 'classical' mathematics from a world-famous mathematician (the 'mathematical intuitionism' of Brouwer), a new foundational school (Hilbert's Formalism), and the profound incompleteness results of Kurt Gödel. In the same period, the cross-fertilization of mathematics and philosophy resulted in a new sort of 'mathematical philosophy', associated most notably (but in different ways) with Bertrand Russell, W. V. Quine, and Gödel himself, and which remains at the focus of Anglo-Saxon philosophical discussion. The present collection brings together in a convenient form the seminal articles in the philosophy of mathematics by these and other major thinkers. It is a substantially revised version of the edition first published in 1964 and includes a revised bibliography. The volume will be welcomed as a major work of reference at this level in the field.
After two volumes mainly introductory, Dr Needham now embarks upon his systematic study of the development of the natural sciences in China. The Sciences of the Earth follow: geography and cartography, geology, seismology and mineralogy. Dr Needham distinguishes parallel traditions of scientific cartography and religious cosmography in East and West, discussing orbocentric wheel-maps, the origins of the rectangular grid system, sailing charts and relief maps, Chinese survey methods, and the impact of Renaissance cartography on the East. Finally-and here Dr Needham's work has no Western predecessors-there are full accounts of the Chinese contribution to geology and mineralogy.
Covering all the topics included in the Primary Mathematics syllabus for the Caribbean countries, this textbook, and the corresponding workbook, are designed to prepare pupils for the Common Entrance Examination. They are also suitable for less able pupils who are in the early stages of the secondary-school course.