Plane geometry is developed from its basic objects and their properties and then moves to conics and basic solids, including the Platonic solids and a proof of Euler's polytope formula. Particular care is taken to explain symmetry groups, including the description of ornaments and the classification of isometries.

This volume completes the English adaptation of a classical Russian textbook in elementary Euclidean geometry. The 1st volume subtitled "Book I. Planimetry" was published in 2006 (ISBN 0977985202). This 2nd volume (Book II. Stereometry) covers solid geometry, and contains a chapter on vectors, foundations, and introduction in non-Euclidean geometry added by the translator. The book intended for high-school and college students, and their teachers. Includes 317 exercises, index, and bibliography.

This small book, translated into English for the first time, has long been a unique place to find classical results from geometry, such as Pythagoras' theorem, the nine-point circle, Morley's triangle, and many other subjects. In addition, this book contains recent, geometric theorems which have been obtained over the past years. There are 27 independent chapters on a wide range of topics in elementary plane Euclidean geometry, at a level just beyond what is usually taught in a good high school or college geometry course. The selection of topics is intelligent, varied, and stimulating, and the author provides many thought-provoking ideas.

This textbook provides an introduction to Euclidean geometry. While developing geometry for its own sake, the book also emphasizes the links between geometry and other branches of pure and applied mathematics.

This book, first published in 2004, is an example based and self contained introduction to Euclidean geometry with numerous examples and exercises.

This book is a true introduction to the basic concepts and techniques of algebraic geometry. The language is purposefully kept on an elementary level, avoiding sheaf theory and cohomology theory. The introduction of new algebraic concepts is always motivated by a discussion of the corresponding geometric ideas. The main point of the book is to illustrate the interplay between abstract theory and specific examples. The book contains numerous problems that illustrate the general theory. The text is suitable for advanced undergraduates and beginning graduate students. It contains sufficient material for a one-semester course. The reader should be familiar with the basic concepts of modern algebra. A course in one complex variable would be helpful, but is not necessary.

Pressley assumes the reader knows the main results of multivariate calculus and concentrates on the theory of the study of surfaces. Used for courses on surface geometry, it includes intersting and in-depth examples and goes into the subject in great detail and vigour. The book will cover three-dimensional Euclidean space only, and takes the whole book to cover the material and treat it as a subject in its own right.

In the past decade there has been a significant change in the freshman/ sophomore mathematics curriculum as taught at many, if not most, of our colleges. This has been brought about by the introduction of linear algebra into the curriculum at the sophomore level. The advantages of using linear algebra both in the teaching of differential equations and in the teaching of multivariate calculus are by now widely recognized. Several textbooks adopting this point of view are now available and have been widely adopted. Students completing the sophomore year now have a fair preliminary under standing of spaces of many dimensions. It should be apparent that courses on the junior level should draw upon and reinforce the concepts and skills learned during the previous year. Unfortunately, in differential geometry at least, this is usually not the case. Textbooks directed to students at this level generally restrict attention to 2-dimensional surfaces in 3-space rather than to surfaces of arbitrary dimension. Although most of the recent books do use linear algebra, it is only the algebra of ~3. The student's preliminary understanding of higher dimensions is not cultivated.