All modem introductions to complex analysis follow, more or less
explicitly, the pattern laid down in Whittaker and Watson 75]. In
"part I'' we find the foundational material, the basic definitions
and theorems. In "part II" we find the examples and applications.
Slowly we begin to understand why we read part I. Historically this
is an anachronism. Pedagogically it is a disaster. Part II in fact
predates part I, so clearly it can be taught first. Why should the
student have to wade through hundreds of pages before finding out
what the subject is good for? In teaching complex analysis this
way, we risk more than just boredom. Beginning with a series of
unmotivated definitions gives a misleading impression of complex
analy sis in particular and of mathematics in general. The
classical theory of analytic functions did not arise from the idle
speculation of bored mathematicians on the possible conse quences
of an arbitrary set of definitions; it was the natural, even
inevitable, consequence of the practical need to answer questions
about specific examples. In standard texts, after hundreds of pages
of theorems about generic analytic functions with only the rational
and trigonometric functions as examples, students inevitably begin
to believe that the purpose of complex analysis is to produce more
such theorems. We require introductory com plex analysis courses of
our undergraduates and graduates because it is useful both within
mathematics and beyond."
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
