A First Course in Analysis

George Pedrick

ISBN 10: 0387941088 / ISBN 13: 9780387941080

Published by Springer, Copernicus, 1994

About this Item

Druck auf Anfrage Neuware - Printed after ordering - The first course in Analysis, which follows calculus, along with other courses, such as differential equations and elementary linear algebra, in the curricu lum, presents special pedagogical challenges. There is a change of stress from computational manipulation to 'proof. ' Indeed, the course can become more a course in Logic than one in Analysis. Many students, caught short by a weak command of the means of mathematical discourse and unsure of what is expected of them, what 'the game' is, suffer bouts of a kind of mental paralysis. This text attempts to address these problems in several ways: First, we have attempted to define 'the game' as that of 'inquiry,' by using a form of exposition that begins with a question and proceeds to analyze, ultimately to answer it, bringing in definitions, arguments, conjectures, exam ples, etc. , as they arise naturally in the course of a narrative discussion of the question. (The true, historical narrative is too convoluted to serve for first explanations, so no attempt at historical accuracy has been made; our narra tives are completely contrived. ) Second, we have kept the logic informal, especially in the course of preliminary speculative discussions, where common sense and plausibility tempered by mild skepticism-serve to energize the inquiry.

Seller Inventory # 9780387941080

Bibliographic Details

• Title: A First Course in Analysis
• Publisher: Springer, Copernicus
• Publication Date: 1994
• Language: English
• ISBN 10: 0387941088
• ISBN 13: 9780387941080
• Binding: Buch
• Condition: Neu
• Dimensions: 241W x 160H x 22D millimeters 241 millimeters width by 160 millimeters height by 22 millimeters depth
• Weight: 629 grams

About this title

Synopsis

The first course in Analysis, which follows calculus, along with other courses, such as differential equations and elementary linear algebra, in the curricu­ lum, presents special pedagogical challenges. There is a change of stress from computational manipulation to "proof. " Indeed, the course can become more a course in Logic than one in Analysis. Many students, caught short by a weak command of the means of mathematical discourse and unsure of what is expected of them, what "the game" is, suffer bouts of a kind of mental paralysis. This text attempts to address these problems in several ways: First, we have attempted to define "the game" as that of "inquiry," by using a form of exposition that begins with a question and proceeds to analyze, ultimately to answer it, bringing in definitions, arguments, conjectures, exam­ ples, etc. , as they arise naturally in the course of a narrative discussion of the question. (The true, historical narrative is too convoluted to serve for first explanations, so no attempt at historical accuracy has been made; our narra­ tives are completely contrived. ) Second, we have kept the logic informal, especially in the course of preliminary speculative discussions, where common sense and plausibility­ tempered by mild skepticism-serve to energize the inquiry.

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