Problems and Proofs in Numbers and Algebra 2015th Edition by Richard S. Millman (PDF)

Description

Focusing on an approach of solving rigorous problems and learning how to prove, this volume is concentrated on two specific content themes, elementary number theory and algebraic polynomials. The benefit to readers who are moving from calculus to more abstract mathematics is to acquire the ability to understand proofs through use of the book and the multitude of proofs and problems that will be covered throughout. This book is meant to be a transitional precursor to more complex topics in analysis, advanced number theory, and abstract algebra. To achieve the goal of conceptual understanding, a large number of problems and examples will be interspersed through every chapter. The problems are always presented in a multi-step and often very challenging, requiring the reader to think about proofs, counter-examples, and conjectures. Beyond the undergraduate mathematics student audience, the text can also offer a rigorous treatment of mathematics content (numbers and algebra) for high-achieving high school students. Furthermore, prospective teachers will add to the breadth of the audience as math education majors, will understand more thoroughly methods of proof, and will add to the depth of their mathematical knowledge. In the past, PNA has been taught in a “problem solving in middle school” course (twice), to a quite advanced high school students course (three semesters), and three times as a secondary resource for a course for future high school teachers. PNA is suitable for secondary math teachers who look for material to encourage and motivate more high achieving students.

User’s Reviews

Editorial Reviews: Review “Aimed at introducing postcalculus students to higher mathematics by way of solving rigorous problems and learning how to prove. … the content is less focused on basic mathematical concepts seen in upper-division college mathematics coursework and more so on topics that teachers might present in their classrooms, and on interesting applications … . Teachers of mathematics at the secondary level would be well served by taking a course based on this text. Summing Up: Recommended. Upper-division undergraduates through faculty.” (D. S. Larson, Choice, Vol. 53 (1), September, 2015) From the Back Cover Designed to facilitate the transition from undergraduate calculus and differential equations to learning about proofs, this book helps students develop the rigorous mathematical reasoning needed for advanced courses in analysis, abstract algebra, and more. Students will focus on both how to prove theorems and solve problem sets in-depth; that is, where multiple steps are needed to prove or solve. This proof technique is developed by examining two specific content themes and their applications in-depth: number theory and algebra. This choice of content themes enables students to develop an understanding of proof technique in the context of topics with which they are already familiar, as well as reinforcing natural and conceptual understandings of mathematical methods and styles.The key to the text is its interesting and intriguing problems, exercises, theorems, and proofs, showing how students will transition from the usual, more routine calculus to abstraction while also learning how to “prove” or “solve” complex problems. This method of instruction is augmented by examining applications of number theory in systems such as RSA cryptography, Universal Product Code (UPC), and International Standard Book Number (ISBN). The numerous problems and examples included in each section reward curiosity and insightfulness over more simplistic approaches. Each problem set begins with a few easy problems, progressing to problems or proofs with multi-step solutions. Exercises in the text stay close to the examples of the section, allowing students the immediate opportunity to practice developing techniques. Beyond the undergraduate mathematics student audience, the text can also offer a rigorous treatment of mathematics content (numbers and algebra) for high achieving high school students. Furthermore, prospective teachers will add to the breadth of the audience as math education majors, will understand more thoroughly methods of proof, and will add to the depth of their mathematical knowledge. About the Author Richard S. Millman,Ph.D., Director, Center for Education Integrating Science, Mathematics, and Computing (CEISMC) Georgia Institute of Technology Atlanta, GA 30332-­0282 Peter J. Shiue Department of Mathematical Sciences University of Nevada, Las Vegas 4505 Maryland Pkwy Las Vegas, NV 89154-4020 Eric Brendan Kahn Department of Mathematics, Computer Science, and Statistics Bloomsburg University 400 East Second Street Bloomsburg, PA 17815 Read more

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