"For Ivor Grattan-Guinness . . . the story of how numbers were invented and harnessed is a passionate, physical saga."--"The New Yorker." The author charts the growth of mathematics through the centuries and describes the evolution of arithmetic and geometry, trigonometry, and other disciplines.

An informal and accessible overview of the history of mathematics.

Readers will find a fair amount about the sky, some about philosophy and science, and a few on the always somewhat desperate feelings of being in love. There is of course at least one poem about a cat. Within those which textually have a non-aural component to their form, anyone who claims that poetry is only good when read aloud will be, as usual, confounded. Find then light, gentle pleasures in reading from this little store of treasures.

This book, originally published in 1993, addresses the issues surrounding the teaching of mathematics in primary school at the time. The author considers the issues that had arisen through the introduction of the National Curriculum, both in terms of the current "state of the art" and new developments.

2024-25 CTET Primary Level Class VI to VIII Math and Science Solved Papers 792 1495 E. This book contains 25 sets of the previous year’s papers and also covers Child Development & Pedagogy, Hindi and English Language.

Eleven distinguished historians of science explore natural philosophy and mathematics in the Middle Ages.

How can teachers help children to develop reasoning skills? What is reasoning and how do we teach it? Much is being said in schools and education about the importance of reasoning skills. This book explores what reasoning is and what it is not. It includes examples of how reasoning in primary mathematics and science classes can develop. It shows how a connection between the ′skills′ of mathematics and science can help children to gain a better understanding of reasoning. What is a conjecture What makes you think? What makes you think about your thinking? What does reasoning look like? With links to classroom practice and examples of effective teaching throughout, this book not only provides an exploration of what reasoning is and why it′s important—it also show you how to develop children′s reasoning skills in your classroom.

Each summer six math whizzes selected from nearly a half-million American teens compete against the world's best problem solvers at the International Mathematical Olympiad.Steve Olson followed the six 2001 contestants from the intense tryouts to the Olympiad's nail-biting final rounds to discover not only what drives these extraordinary kids but what makes them both unique and typical.In the process he provides fascinating insights into the science of intelligence and learning and, finally, the nature of genius.Brilliant, but defying all the math-nerd stereotypes, these teens want to excel in whatever piques their curiosity, and they are curious about almost everything - music, games, politics, sports, literature.One team member is ardent about both water polo and creative writing. Another plays four musical instruments.For fun and entertainment during breaks, the Olympians invent games of mind-boggling difficulty.Though driven by the glory of winning this ultimate math contest, they are in many ways not so different from other teenagers, finding pure joy in indulging their personal passions. Beyond the the Olympiad, Olson sheds light on many questions, from why Americans feel so queasy about math, to why so few girls compete in the subject, to whether or not talent is innate.Inside the cavernous gym where the competition takes place, Count Down uncovers a fascinating subculture and its engaging, driven inhabitants.

“It appears to me that if one wants to make progress in mathematics one should study the masters and not the pupils.” —Niels Henrik Abel Recent pedagogical research has supported Abel's claim of the effectiveness of reading the masters. Students exposed to historically based pedagogy see mathematics not as a monolithic assemblage of facts but as a collection of mental processes and an evolving cultural construct built to solve actual problems. Exposure to the immediacy of the original investigations can inspire an inquiry mindset in students and lead to an appreciation of mathematics as a living intellectual activity. TRIUMPHS (TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources) is an NSF-funded initiative to design materials that effectively harness the power of reading primary historical documents in undergraduate mathematics instruction. Teaching and Learning with Primary Source Projects is a collection of 24 classroom modules (PSPs) produced by TRIUMPHS that incorporate the reading of primary source excerpts to teach core mathematical topics. The selected excerpts are intertwined with thoughtfully designed student tasks that prompt students to actively engage with and explore the source material. Rigorously classroom tested and scrupulously edited to comply with the standards developed by the TRIUMPHS project, each of the PSPs in this volume can be inserted directly into a course in real analysis, complex variables, or topology and used to replace a standard textbook treatment of core course content. The volume also contains a comprehensive historical overview of the sociocultural and mathematical contexts within which the three subjects developed, along with extensive implementation guidance. Students and faculty alike are afforded a deeper classroom experience as they heed Abel's advice by studying today's mathematics through the words of the masters who brought that mathematics to life. Primary sources provide motivation in the words of the original discoverers of new mathematics, draw attention to subtleties, encourage reflection on today's paradigms, and enhance students' ability to participate equally, regardless of their background. These beautifully written primary source projects that adopt an “inquiry” approach are rich in features lacking in modern textbooks. Prompted by the study of historical sources, students will grapple with uncertainties, ask questions, interpret, conjecture, and compare multiple perspectives, resulting in a unique and vivid guided learning experience. —David Pengelley, Oregon State University