Bibliografías temáticas / Mathematics – History

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  1. Artículos de revistas
  2. Tesis
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Literatura académica sobre el tema "Mathematics – History"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Mathematics – History"

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Parshall, Karen Hunger y Jan P. Hogenduk. "The History of Mathematics, the History of Science, Mathematics, andHistoria Mathematica". Historia Mathematica 23, n.º 1 (febrero de 1996): 1–5. http://dx.doi.org/10.1006/hmat.1996.0001.

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Kwon, Oh Nam, Jung Sook Park y Eun Ji Kim. "Instructions of History of Mathematics with Mathematical Machines". Journal for History of Mathematics 26, n.º 4 (31 de agosto de 2013): 301–20. http://dx.doi.org/10.14477/jhm.2013.26.4.301.

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Pritchard, Chris y Florian Cajori. "History of Mathematics". Mathematical Gazette 73, n.º 463 (marzo de 1989): 66. http://dx.doi.org/10.2307/3618236.

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Normile, D. "HISTORY OF MATHEMATICS:". Science 307, n.º 5716 (18 de marzo de 2005): 1715–16. http://dx.doi.org/10.1126/science.307.5716.1715.

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Anglin, W. S. "Mathematics and history". Mathematical Intelligencer 14, n.º 4 (septiembre de 1992): 6–12. http://dx.doi.org/10.1007/bf03024466.

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TURĞUT, Orhan. "MATHEMATICS AND HISTORY". Current and Advanced Academic Studies in Educational and Social Sciences 1, n.º 1 (2023): 13–34. http://dx.doi.org/10.29228/casess.73125.

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Dejic, Mirko y Aleksandra Mihajlovic. "History of mathematics and teaching mathematics". Inovacije u nastavi 27, n.º 3 (2014): 15–30. http://dx.doi.org/10.5937/inovacije1403015d.

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Nunemacher, Jeffrey y John Stillwell. "Mathematics and Its History." American Mathematical Monthly 98, n.º 6 (junio de 1991): 569. http://dx.doi.org/10.2307/2324891.

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Smithies, Frank y John Stillwell. "Mathematics and Its History". Mathematical Gazette 74, n.º 470 (diciembre de 1990): 391. http://dx.doi.org/10.2307/3618154.

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Ashurst, F. Gareth y Florian Cajori. "A History of Mathematics". Mathematical Gazette 78, n.º 483 (noviembre de 1994): 361. http://dx.doi.org/10.2307/3620228.

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Tesis sobre el tema "Mathematics – History"

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Klowss, Jacqui. "Using History to Teach Mathematics". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80402.

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Students today need to be taught not only the real life context of their mathematics lessons but also the historical context of the theory behind their mathematics lessons. Using history to teach mathematics, makes your lessons not only interesting but more meaningful to a large percentage of your students as they are interested in knowing the who, how and why about certain rules, theorems, formulas that they use everyday in class. Students are captivated by learning the history behind mathematicians, rules, etc. and therefore can link the lesson to something in history and a concept. Even learning the mathematics behind historical events motivates and interests them. They cannot get enough!
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Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics". Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.
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Bell, J. Gregory Dossey John A. "A history of mathematics class for middle school teachers". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234458.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John A. Dossey (chair), Lynn H. Brown, Franklin G. Lewis, Albert D. Otto, Charles L. VanderEynden. Includes bibliographical references (leaves 644-648) and abstract. Also available in print.
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Pejlare, Johanna. "On Axioms and Images in the History of Mathematics". Doctoral thesis, Uppsala universitet, Matematiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8345.

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This dissertation deals with aspects of axiomatization, intuition and visualization in the history of mathematics. Particular focus is put on the end of the 19th century, before David Hilbert's (1862–1943) work on the axiomatization of Euclidean geometry. The thesis consists of three papers. In the first paper the Swedish mathematician Torsten Brodén (1857–1931) and his work on the foundations of Euclidean geometry from 1890 and 1912, is studied. A thorough analysis of his foundational work is made as well as an investigation into his general view on science and mathematics. Furthermore, his thoughts on geometry and its nature and what consequences his view has for how he proceeds in developing the axiomatic system, is studied. In the second paper different aspects of visualizations in mathematics are investigated. In particular, it is argued that the meaning of a visualization is not revealed by the visualization and that a visualization can be problematic to a person if this person, due to a limited knowledge or limited experience, has a simplified view of what the picture represents. A historical study considers the discussion on the role of intuition in mathematics which followed in the wake of Karl Weierstrass' (1815–1897) construction of a nowhere differentiable function in 1872. In the third paper certain aspects of the thinking of the two scientists Felix Klein (1849–1925) and Heinrich Hertz (1857–1894) are studied. It is investigated how Klein and Hertz related to the idea of naïve images and visual thinking shortly before the development of modern axiomatics. Klein in several of his writings emphasized his belief that intuition plays an important part in mathematics. Hertz argued that we form images in our mind when we experience the world, but these images may contain elements that do not exist in nature.
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Percival, Irene. "Mathematics in history, integrating the mathematics of ancient civilizations with the Grade 7 social studies curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51447.pdf.

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Coburn, Noah Nathanael. "Galois theory : the history and theories of mathematics' boy genius /". Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Carter, Mary Donette. "The Role of the History of Mathematics in Middle School". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2224.

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It is the author's belief that middle school mathematics is greatly taught in isolation with little or no mention of its origin. Teaching mathematics from a historical perspective will lead to greater understanding, student inspiration, motivation, excitement, varying levels of learning, and appreciation for this subject. This thesis will develop four units that will incorporate original source documents and selected historical topics surrounding computation, numbers, and early calculating devices. Many of the units will center on the Rhind Papyrus and The Treviso Arithmetic. These units will be appropriate to middle school, with an emphasis on 6th grade.
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Lindström, Jens. "On the origin and early history of functional analysis". Thesis, Uppsala University, Department of Mathematics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-120527.

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Davies, James Edgar. "Changes of Setting and the History of Mathematics: A New Study of Frege". Thesis, University of Canterbury. Mathematics & Statistics, 2010. http://hdl.handle.net/10092/4330.

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This thesis addresses an issue in the philosophy of Mathematics which is little discussed, and indeed little recognised. This issue is the phenomenon of a ‘change of setting’. Changes of setting are events which involve a change in a scientific framework which is fruitful for answering questions which were, under an old framework, intractable. The formulation of the new setting usually involves a conceptual re-orientation to the subject matter. In the natural sciences, such re-orientations are arguably unremarkable, inasmuch as it is possible that within the former setting for one’s thinking one was merely in error, and under the new orientation one is merely getting closer to the truth of the matter. However, when the subject matter is pure mathematics, a problem arises in that mathematical truth is (in appearance) timelessly immutable. The conceptions that had been settled upon previously seem not the sort of thing that could be vitiated. Yet within a change of setting that is just what seems to happen. Changes of setting, in particular in their effects on the truth of individual propositions, pose a problem for how to understand mathematical truth. Thus this thesis aims to give a philosophical analysis of the phenomenon of changes of setting, in the spirit of the investigations performed in Wilson (1992) and Manders (1987) and (1989). It does so in three stages, each of which occupies a chapter of the thesis: 1. An analysis of the relationship between mathematical truth and settingchanges, in terms of how the former must be viewed to allow for the latter. This results in a conception of truth in the mathematical sciences which gives a large role to the notion that a mathematical setting must ‘explain itself’ in terms of the problems it is intended to address. 2. In light of (1), I begin an analysis of the change of setting engendered in mathematical logic by Gottlob Frege. In particular, this chapter will address the question of whether Frege’s innovation constitutes a change of setting, by asking the question of whether he is seeking to answer questions which were present in the frameworks which preceded his innovations. I argue that the answer is yes, in that he is addressing the Kantian question of whether alternative systems of arithmetic are possible. This question arises because it had been shown earlier in the 19th century that Kant’s conclusion, that Euclid’s is the only possible description of space, was incorrect. 3. I conclude with an in-depth look at a specific aspect of the logical system constructed in Frege’s Grundgesetze der Arithmetik. The purpose of this chapter is to find evidence for the conclusions of chapter two in Frege’s technical work (as opposed to the philosophical). This is necessitated by chapter one’s conclusions regarding the epistemic interdependence of formal systems and informal views of those frameworks. The overall goal is to give a contemporary account of the possibility of setting-changes; it will turn out that an epistemic grasp of a mathematical system requires that one understand it within a broader, somewhat historical context.
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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Libros sobre el tema "Mathematics – History"

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1957-, Turchin Peter y Rossiĭskiĭ gosudarstvennyĭ gumanitarnyĭ universitet, eds. History & mathematics. Moskva: URSS, 2006.

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Dahan-Dalmedico, Amy y Jeanne Peiffer. History of Mathematics. Providence, Rhode Island: American Mathematical Society, 2009. http://dx.doi.org/10.1090/spec/066.

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Martzloff. A History of Chinese Mathematics. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006.

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Stillwell, John. Mathematics and its history. 3a ed. New York: Springer, 2010.

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Martzloff, Jean-Claude. A history of Chinese mathematics. Berlin: Springer, 1997.

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John, Fauvel y Maanen, J. A. van 1953-, eds. History in mathematics education. Dordrecht: Kluwer Academic Publishers, 2000.

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Cajori, Florian. A history of mathematics. 5a ed. New York, N.Y: Chelsea Pub. Co., 1991.

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Stillwell, John. Mathematics and its history. New York: Springer-Verlag, 1989.

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Stillwell, John. Mathematics and Its History. New York, NY: Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4684-9281-1.

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Stillwell, John. Mathematics and Its History. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6053-5.

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Capítulos de libros sobre el tema "Mathematics – History"

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Fried, Michael N. "History of Mathematics in Mathematics Education". En International Handbook of Research in History, Philosophy and Science Teaching, 669–703. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_21.

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Outerelo, Enrique y Jesús Ruiz. "History". En Graduate Studies in Mathematics, 1–48. Providence, Rhode Island: American Mathematical Society, 2009. http://dx.doi.org/10.1090/gsm/108/01.

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Guo, Shuchun y Miao Tian. "Mathematics". En A History of Chinese Science and Technology, 203–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44257-9_4.

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Carter, Jessica. "Experimental Mathematics in Mathematical Practice". En Handbook of the History and Philosophy of Mathematical Practice, 1–13. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-19071-2_121-1.

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Maschietto, Michela y Maria G. Bartolini Bussi. "Mathematical Machines: From History to Mathematics Classroom". En Constructing Knowledge for Teaching Secondary Mathematics, 227–45. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_14.

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Schorcht, Sebastian. "History of Mathematics in German Mathematics Textbooks". En Mathematics, Education and History, 143–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3_8.

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Kac, Mark, Gian-Carlo Rota y Jacob T. Schwartz. "Mathematics and Its History". En Discrete Thoughts, 157–61. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4899-6667-4_12.

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Kac, Mark, Gian-Carlo Rota y Jacob T. Schwartz. "Mathematics and Its History". En Discrete Thoughts, 157–61. Boston, MA: Birkhäuser Boston, 1992. http://dx.doi.org/10.1007/978-0-8176-4775-9_12.

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Clark, Kathleen M. "History of Mathematics in Mathematics Teacher Education". En International Handbook of Research in History, Philosophy and Science Teaching, 755–91. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_24.

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Narlikar, Jayant V. "Feedback from history". En Science and Mathematics, 32–35. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003203100-5.

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Actas de conferencias sobre el tema "Mathematics – History"

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RASHED, Roshdi. "ARABIC MATHEMATICS AND REWRITING THE HISTORY OF MATHEMATICS". En Proceedings of the International Conference. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812810243_0003.

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GRAY, JEREMY J. "NINETEENTH CENTURY ANALYSIS AS PHILOSOPHY OF MATHEMATICS". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_0006.

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Doz, Daniel. "Using the History of Mathematics as a Motivational Factor in Teaching Math". En Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.471d.

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Several studies have explored the importance and benefits of teaching the history of mathematics as part of regular math classes. Some of these studies addressed the question of using the history of mathematics as a motivational factor. For instance, some found that teaching or using the history of mathematics boosted students‟ interest in the topics, lowered mathematical anxiety, and increased motivation, as well as supporting student learning and increasing the understanding of mathematical concepts. In the present paper, we analyze the positive effects that integrating elements of the history of mathematics into regular math classes could have on student motivation. We argue that students could greatly benefit from the inclusion of topics from the history of mathematics in regular classes.
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HØYRUP, JENS. "WHAT DID THE ABBACUS TEACHERS AIM AT WHEN THEY (SOMETIMES) ENDED UP DOING MATHEMATICS? AN INVESTIGATION OF THE INCENTIVES AND NORMS OF A DISTINCT MATHEMATICAL PRACTICE". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_0003.

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Higashi, Youichiro, Kazuya Hyogo, Norio Takeoka, Theodore E. Simos, George Psihoyios y Ch Tsitouras. "History-Dependent Random Discounting". En NUMERICAL ANALYSIS AND APPLIED MATHEMATICS: International Conference on Numerical Analysis and Applied Mathematics 2009: Volume 1 and Volume 2. AIP, 2009. http://dx.doi.org/10.1063/1.3241646.

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Wang, Jian y Zezhong Yang. "Study on Application of Mathematical History in Mathematics Textbooks in Mainland China". En 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.274.

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RECK, ERICH H. "DEDEKIND, STRUCTURAL REASONING, AND MATHEMATICAL UNDERSTANDING". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_0007.

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"FRONT MATTER". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_fmatter.

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PARKER, MATTHEW. "PHILOSOPHICAL METHOD AND GALILEO'S PARADOX OF INFINITY". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_0004.

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HEEFFER, ALBRECHT. "ON THE NATURE AND ORIGIN OF ALGEBRAIC SYMBOLISM". En Essays in Philosophy and History of Mathematics. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812812230_0001.

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Informes sobre el tema "Mathematics – History"

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Swetz, Frank. Using Problems from the History of Mathematics. Washington, DC: The MAA Mathematical Sciences Digital Library, abril de 2004. http://dx.doi.org/10.4169/loci002055.

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Swetz, Frank J. Mathematics in Ancient Iraq: A Social History. Washington, DC: The MAA Mathematical Sciences Digital Library, diciembre de 2008. http://dx.doi.org/10.4169/loci003211.

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Maskewitz, B. F. HISTORY OF THE ENGINEERING PHYSICS AND MATHEMATICS DIVISION 1955-1993. Office of Scientific and Technical Information (OSTI), septiembre de 2001. http://dx.doi.org/10.2172/814211.

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Dematte, Adriano. Introducing the History of Mathematics: An Italian Experience Using Original Documents. Washington, DC: The MAA Mathematical Sciences Digital Library, agosto de 2008. http://dx.doi.org/10.4169/loci002856.

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Despeaux, Sloan Evans. SMURCHOM: Providing Opportunities for Undergraduate Research in the History of Mathematics. Washington, DC: The MAA Mathematical Sciences Digital Library, enero de 2011. http://dx.doi.org/10.4169/loci003549.

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Mayfield, Betty y Kimberly Tysdal. A Locally Compact REU in the History of Mathematics: Involving Undergraduates in Research. Washington, DC: The MAA Mathematical Sciences Digital Library, febrero de 2009. http://dx.doi.org/10.4169/loci003263.

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Swetz, Frank J. Review ofRoutes of Learning: Highways, Pathways, and Byways in the History of Mathematics. Washington, DC: The MAA Mathematical Sciences Digital Library, marzo de 2010. http://dx.doi.org/10.4169/loci003481.

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Glaz, Sarah. The Enigmatic Number e: A History in Verse and Its Uses in the Mathematics Classroom. Washington, DC: The MAA Mathematical Sciences Digital Library, abril de 2010. http://dx.doi.org/10.4169/loci003482.

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Lohne, Arild, Arne Stavland, Siv Marie Åsen, Olav Aursjø y Aksel Hiorth. Recommended polymer workflow: Interpretation and parameter identification. University of Stavanger, noviembre de 2021. http://dx.doi.org/10.31265/usps.202.

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Injecting a polymer solution into a porous medium significantly increases the modeling complexity, compared to model a polymer bulk solution. Even if the polymer solution is injected at a constant rate into the porous medium, the polymers experience different flow regimes in each pore and pore throat. The main challenge is to assign a macroscopic porous media “viscosity” to the fluid which can be used in Darcy law to get the correct relationship between the injection rate and pressure drop. One can achieve this by simply tabulating experimental results (e.g., injection rate vs pressure drop). The challenge with the tabulated approach is that it requires a huge experimental database to tabulate all kind of possible situations that might occur in a reservoir (e.g., changing temperature, salinity, flooding history, permeability, porosity, wettability etc.). The approach presented in this report is to model the mechanisms and describe them in terms of mathematical models. The mathematical model contains a limited number of parameters that needs to be determined experimentally. Once these parameters are determined, there is in principle no need to perform additional experiments.
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Narasimhan, T. N., A. F. White y T. Tokunaga. Hydrology and geochemistry of the uranium mill tailings pile at Riverton, Wyoming. Part II. History matching. [Mathematical simulation of the observed fluid potentials within the tailings, and the observed distribution of various chemical species within and around the mill tailings]. Office of Scientific and Technical Information (OSTI), febrero de 1985. http://dx.doi.org/10.2172/5501969.

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