Three Proofs of Euclid I, 72 PDF Download
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Author: John Walmsley
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 4
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Book Description
Author: John Walmsley
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 4
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Book Description
Author: Euclid
Publisher: Courier Corporation
ISBN: 9780486600901
Category : Mathematics
Languages : en
Pages : 574
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Book Description
Contains the complete English text of all thirteen books of the "Elements," along with critical analysis of each definition, postulate, and proposition.
Author: Euclid
Publisher:
ISBN:
Category : Mathematics, Greek
Languages : en
Pages : 594
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Book Description
Author: Thomas L. Heath
Publisher: Cambridge University Press
ISBN: 1107480507
Category : History
Languages : en
Pages : 555
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Book Description
First published in 1926, this book contains the final volume of a three-volume English translation of the thirteen books of Euclid's Elements.
Author: H.L. Busard
Publisher: Birkhäuser
ISBN: 3034886365
Category : Science
Languages : en
Pages : 419
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Book Description
The Latin "Version II", till now attributed to Adelard of Bath, is edited here for the first time. It was the most influential Euclid text in the Latin West in the 12th and 13th centuries. As the large number of manuscripts and the numerous quotations in other scientific and philosophical texts show, it was far better known than the three Euclid translations made from the Arabic in the 12th century (Adelard of Bath, version I; Hermann of Carinthia; Gerard of Cremona). Version II became the basis of later reworkings, in which the enunciations were taken over, but new proofs supplied; the most important text of this kind is the redaction made by Campanus in the late 1250s, which became the standard Latin "Euclid" in the later Middle Ages. The introduction deals with the questions of when and by whom version II was written. Since Marshall Clagett's fundamental article (1953) it has been generally accepted that version II is one of three Euclid texts attributable to Adelard of Bath. But a comparison of the text of version II with those of versions I and III yields little or no reason to assume that Adelard was the author of version II. Version II must have been written later than version I and before version III; its author was acquainted with Euclid texts of the Boethius tradition and with two of those transmitted from Arabic, version I (almost certainly by Adelard) and the version by Hermann of Carinthia.
Author:
Publisher: CUP Archive
ISBN:
Category :
Languages : en
Pages : 562
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Book Description
Author: Alfred WRIGLEY
Publisher:
ISBN:
Category :
Languages : en
Pages : 288
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Book Description
Author: Alfred Wrigley
Publisher:
ISBN:
Category : Heraldic bookplates
Languages : en
Pages : 296
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Book Description
Author: Alfred Wrigley
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
Author: Larry Gerstein
Publisher: Springer Science & Business Media
ISBN: 1468467085
Category : Science
Languages : en
Pages : 355
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Book Description
This is a textbook for a one-term course whose goal is to ease the transition from lower-division calculus courses to upper-division courses in linear and abstract algebra, real and complex analysis, number theory, topology, combinatorics, and so on. Without such a "bridge" course, most upper division instructors feel the need to start their courses with the rudiments of logic, set theory, equivalence relations, and other basic mathematical raw materials before getting on with the subject at hand. Students who are new to higher mathematics are often startled to discover that mathematics is a subject of ideas, and not just formulaic rituals, and that they are now expected to understand and create mathematical proofs. Mastery of an assortment of technical tricks may have carried the students through calculus, but it is no longer a guarantee of academic success. Students need experience in working with abstract ideas at a nontrivial level if they are to achieve the sophisticated blend of knowledge, disci pline, and creativity that we call "mathematical maturity. " I don't believe that "theorem-proving" can be taught any more than "question-answering" can be taught. Nevertheless, I have found that it is possible to guide stu dents gently into the process of mathematical proof in such a way that they become comfortable with the experience and begin asking them selves questions that will lead them in the right direction.
