This book offers an elementary and engaging introduction to operator theory on the Hardy-Hilbert space. It provides a firm foundation for the study of all spaces of analytic functions and of the operators on them. Blending techniques from "soft" and "hard" analysis, the book contains clear and beautiful proofs. There are numerous exercises at the end of each chapter, along with a brief guide for further study which includes references to applications to topics in engineering.

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

This book discusses examples of discrete mathematics in school curricula, including in the areas of graph theory, recursion and discrete dynamical systems, combinatorics, logic, game theory, and the mathematics of fairness. In addition, it describes current discrete mathematics curriculum initiatives in several countries, and presents ongoing research, especially in the areas of combinatorial reasoning and the affective dimension of learning discrete mathematics. Discrete mathematics is the math of our time.' So declared the immediate past president of the National Council of Teachers of Mathematics, John Dossey, in 1991. Nearly 30 years later that statement is still true, although the news has not yet fully reached school mathematics curricula. Nevertheless, much valuable work has been done, and continues to be done. This volume reports on some of that work. It provides a glimpse of the state of the art in learning and teaching discrete mathematics around the world, and it makes the case once again that discrete mathematics is indeed mathematics for our time, even more so today in our digital age, and it should be included in the core curricula of all countries for all students.

This book provides an introduction to the computer language A Programming Language (APL), providing quick access to the powerful computational capabilities of the language for the newcomer to APL. It focuses on the mathematical nature of the language, and complements standard curricula.

Calculus Reform. Or, as many would prefer, calculus renewal. These are terms that, for better or worse, have become a part of the vocabulary in mathematics departments across the country. The movement to change the nature of the calculus course at the undergraduate and secondary levels has sparked discussion and controversy in ways as diverse as the actual changes. Such interactions range from "coffee pot conversations" to university curriculum committee agendas to special sessions on calculus renewal at regional and national conferences. But what is the significance of these activities? Where have we been and where are we going with calculus and, more importantly, the entire scope of undergraduate mathematics education? In April 1996, I received a fellowship from the American Educational Research Association (AERA) and the National Science Foundation (NSF). This fellowship afforded me the opportunity to work in residence at NSF on a number of evaluation projects, including the national impact of the calculus reform movement since 1988. That project resulted in countless communications with the mathematics community and others about the status of calculus as a course in isolation and as a significant player in the overall undergraduate mathematics and science experience for students (and faculty). While at NSF (and through a second NSF grant received while at the American Association for Higher Education), I also was part of an evaluation project for the Institution-wide Reform (IR) program.

The present collection is the very first contribution of this type in the field of sparse recovery. Compressed sensing is one of the important facets of the broader concept presented in the book, which by now has made connections with other branches such as mathematical imaging, inverse problems, numerical analysis and simulation. The book consists of four lecture notes of courses given at the Summer School on "Theoretical Foundations and Numerical Methods for Sparse Recovery" held at the Johann Radon Institute for Computational and Applied Mathematics in Linz, Austria, in September 2009. This unique collection will be of value for a broad community and may serve as a textbook for graduate courses. From the contents: "Compressive Sensing and Structured Random Matrices" by Holger Rauhut "Numerical Methods for Sparse Recovery" by Massimo Fornasier "Sparse Recovery in Inverse Problems" by Ronny Ramlau and Gerd Teschke "An Introduction to Total Variation for Image Analysis" by Antonin Chambolle, Vicent Caselles, Daniel Cremers, Matteo Novaga and Thomas Pock

This monograph presents a comprehensive treatment of important new ideas on Dirac operators and Dirac cohomology. Dirac operators are widely used in physics, differential geometry, and group-theoretic settings (particularly, the geometric construction of discrete series representations). The related concept of Dirac cohomology, which is defined using Dirac operators, is a far-reaching generalization that connects index theory in differential geometry to representation theory. Using Dirac operators as a unifying theme, the authors demonstrate how some of the most important results in representation theory fit together when viewed from this perspective. An excellent contribution to the mathematical literature of representation theory, this self-contained exposition offers a systematic examination and panoramic view of the subject. The material will be of interest to researchers and graduate students in representation theory, differential geometry, and physics.

A collection of inter-connected topics in areas of mathematics which particularly interest the author, ranging over the two millennia from the work of Archimedes to the "Werke" of Gauss. The book is intended for those who love mathematics, including undergraduate students of mathematics, more experienced students and the vast unseen host of amateur mathematicians. It is equally a useful source of material for those who teach mathematics.

The book gives an up-to-date account of various approaches availablefor the analysis of infectious disease data. Most of the methods havebeen developed only recently, and for those based on particularlymodern mathematics, details of the computation are carefullyillustrated. Interpretation is discussed at some length and the emphasisthroughout is on making statistical inferences about epidemiologicallyimportant parameters.Niels G. Becker is Reader in Statistics at La Trobe University,Australia.

A tribute to the pioneers of oil exploration in Indonesia (1850-1898). Using authentic reports, diaries, relevant texts, personal notes and pictures, Poley brings to life the heroic efforts of Reerink (Cheribon, W. Java), Zijlker and Kessler (Deli, NE Sumatra), Stoop (Surabaya and Rembang, E Java), Menten (Kutei, E Kalimantan), Kessler and IJzerman (Palembang, SE Sumatra), and their crews. They faced almost insurmountable odds in many locations: an impenetrable, cruel jungle, an inclement climate, tropical diseases, technical mishaps, financial restrictions, and, last but not least, government and legal constraints. There was no geological science to guide them, and drilling technology was still in its infancy. Yet it was their vision and perseverance which finally put Indonesia on the world map of oil-producing nations, and which contributed materially to the development of today's life of luxury. Much of the present text and several of the pictures are here presented for the first time to the general public.

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families' mathematical funds of knowledge Multilingual and technological contexts for supporting learners' mathematical discourse Preservice teachers' strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.

Lorentz Geometry is a very important intersection between Mathematics and Physics, being the mathematical language of General Relativity. Learning this type of geometry is the first step in properly understanding questions regarding the structure of the universe, such as: What is the shape of the universe? What is a spacetime? What is the relation between gravity and curvature? Why exactly is time treated in a different manner than other spatial dimensions? Introduction to Lorentz Geometry: Curves and Surfaces intends to provide the reader with the minimum mathematical background needed to pursue these very interesting questions, by presenting the classical theory of curves and surfaces in both Euclidean and Lorentzian ambient spaces simultaneously. Features: Over 300 exercises Suitable for senior undergraduates and graduates studying Mathematics and Physics Written in an accessible style without loss of precision or mathematical rigor Solution manual available on www.routledge.com/9780367468644

Although the Fields Medal does not have the same public recognition as the Nobel Prizes, they share a similar intellectual standing. It is restricted to one field - that of mathematics - and an age limit of 40 has become an accepted tradition. Mathematics has in the main been interpreted as pure mathematics, and this is not so unreasonable since major contributions in some applied areas can be (and have been) recognized with Nobel Prizes. The restriction to 40 years is of marginal significance, since most mathematicians have made their mark long before this age.A list of Fields Medallists and their contributions provides a bird's eye view of mathematics over the past 60 years. It highlights the areas in which, at various times, greatest progress has been made. This volume does not pretend to be comprehensive, nor is it a historical document. On the other hand, it presents contributions from 22 Fields Medallists and so provides a highly interesting and varied picture.The contributions themselves represent the choice of the individual Medallists. In some cases the articles relate directly to the work for which the Fields Medals were awarded. In other cases new articles have been produced which relate to more current interests of the Medallists. This indicates that while Fields Medallists must be under 40 at the time of the award, their mathematical development goes well past this age. In fact the age limit of 40 was chosen so that young mathematicians would be encouraged in their future work.The Fields Medallists' Lectures is now available on CD-ROM. Sections can be accessed at the touch of a button, and similar topics grouped together using advanced keyword searches.

Calculus for Business, Economics, and the Social and Life Sciences, Brief Edition provides a sound, intuitive understanding of the basic concepts students need as they pursue careers in business, economics, and the life and social sciences. Students achieve success using this text as a result of the author's applied and real-world orientation to concepts, problem-solving approach, straight forward and concise writing style, and comprehensive exercise sets. More than 100,000 students worldwide have studied from this text!

The International Summer School on Statistical Distributions in Scientific Work was held in Trieste during July 1980 for a period of three weeks. The emphasis was on research, review, and exposition concerned with the interface between modem statistical distribution theory and real world problems and issues involving science, technology, and management. Both theory and applications received full attention at the School. The program consisted of a Short Intensive Preparation Course, a NATO Advanced Study Institute, and a Research Conference. While the relative composi- tion of these activities varied somewhat in terms of instruction, exposition, research- review, research, and consultation, the basic spirit of each was essentially the same. Every participant was both a professor and a student. The summer school was sponsored by the NATO Advanced Study Institutes Program; Consiglio Nazionale delle Ricerche, Italy; Regione Autonoma Friuli Ven- ezia Giulia, Italy; National Institutes of Health, USA; Office of Naval Research, USA; The Pennsylvania State University; Universita di Roma; Universita di Trieste; International Statistical Ecology Program; International Transfer of Science and Technology, Belgium; and the participants and their home institutions and organiza- tions. Research papers, research-review expositions and instructional lectures were spe- cially prepared for the program. These materials have been refereed and revised, and are now available in a series of several edited volumes and monographs.

This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education.The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader's place. The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / International Commission for the Study and Improvement of Mathematics Education.

The only textbook that fully supports the pure and mechanics parts of the OxfordAQA International AS & A Level Further Mathematics specification (9665), for first teaching in September 2017. Written by experienced authors, the rigorous, international approach ensures advanced mathematical understanding and challenges your most able students. Develop the complex mathematical, reasoning and problem solving skills needed for the OxfordAQA exams and provides an excellent grounding for university study. This online textbook license can be accessed on a wide range of devices and is valid until 31st December 2026, for use by one student or teacher. Your first login will be sent to you in the mail on a printed access card.

The fourth and final volume in this comprehensive set presents the maximum principle as a wide ranging solution to nonclassical, variational problems. This one mathematical method can be applied in a variety of situations, including linear equations with variable coefficients, optimal processes with delay, and the jump condition. As with the three preceding volumes, all the material contained with the 42 sections of this volume is made easily accessible by way of numerous examples, both concrete and abstract in nature.

This book brings together international research on school teachers', and university lecturers' uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers' digital skills, knowledge and classroom practices.

'Et moi, ..., so j'avait su comment en revenir, One service mathematics has rendered the je n'y serais point al e.' human race. It has put common sense back Jules Verne where it belongs, on the topmost shelf next to the dusty canister labelled 'discarded non The series is divergent; therefore we may be sense'. able to do something with it. Eric T. Bell 0. Heaviside Mathematics is a tool for thought. A highly necessary tool in a world where both feedback and nonlinearities abound. Similarly, all kinds of parts of mathematics serve as tools for other parts and for other sciences. Applying a simple rewriting rule to the quote on the right above one finds such statements as: 'One service topology has rendered mathematical physics ... '; 'One service logic has rendered computer science .. .'; 'One service category theory has rendered mathematics ... '. All armably true. And all statements obtainable this way form part of the raison d'etre of this series."