Numbers and Functions: Steps to Analysis
ISBN-13:
9780521410861
ISBN-10:
052141086X
Author:
R. P. Burn
Publication date:
1992
Publisher:
Cambridge University Press
Format:
Hardcover
352 pages
Category:
Applied
,
Geometry & Topology
,
Mathematics
,
Mathematical Analysis
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Book details
ISBN-13:
9780521410861
ISBN-10:
052141086X
Author:
R. P. Burn
Publication date:
1992
Publisher:
Cambridge University Press
Format:
Hardcover
352 pages
Category:
Applied
,
Geometry & Topology
,
Mathematics
,
Mathematical Analysis
Summary
Numbers and Functions: Steps to Analysis (ISBN-13: 9780521410861 and ISBN-10: 052141086X), written by authors
R. P. Burn, was published by Cambridge University Press in 1992.
With an overall rating of 4.3 stars, it's a notable title among other
Applied
(Geometry & Topology, Mathematics, Mathematical Analysis) books. You can easily purchase or rent Numbers and Functions: Steps to Analysis (Hardcover) from BooksRun,
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Description
The transition from studying calculus in schools to studying mathematical analysis at university is notoriously difficult. In this book, Dr Burn follows a route that proved successful with A Pathway to Number Theory and Groups: A Path to Geometry. He invites the student reader to tackle each of the key concepts in turn, progressing from experience (using computers for graph drawing where appropriate) through a structured sequence of several hundred problems to concepts, definitions and proofs of classical real analysis. The sequence of problems, which all have solutions supplied, draws students into constructing definitions and theorems for themselves. This natural development is informed by historical insight and complemented by historical discussion. The sequence also takes into account recent research which has shown how intuitive ideas about numbers, limits, functions and infinity may be at odds with the standard definitions. The novel approach to rigorous analysis offered here is designed to enable students to grow in confidence and skill and thus overcome the traditional difficulties. Teachers in sixth forms will find that questions at the beginning of every chapter provide ways of preparing those at school for university mathematics. Lecturers in universities will be challenged to rethink their conventions about the best way to introduce the central ideas of analysis to undergraduates.
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