?����G��#��(�~? O�v�i� ]�_���P��]A�� W � xQ�Ra�OU����04�>@��nZ �G�|B4U�] _e�f��#�0�!е4Lv�n#� �;)�x�Z�ִ��_���-E�]YjA� �A����i�U���O��k��u���ץ�]}u�^��J�j� a���U��+^��VV��զ���P��AH#f���������%dwA�4X�G� 吧7� ��D3�F�!h� �!0<6H+�CKQ��j������Ҁ�ӆ@�F�� xBnYA��"�yd)�@ܨ�&���4�I �N�&�K�E�����2l�3��8��� endstream endobj 10 0 obj<>/Width 2855/Height 5545/BitsPerComponent 1/ImageMask true/Type/XObject/Subtype/Image>>stream ������������������������������������������������������������� The book is definitely an analysis text, rather than a history, but a great deal of reliable historical material is included. Certain of the skills involved in comprehension overlap the skills involved in analysis and are essential to it. Undergraduate Texts in Mathematics 195.154.34.37, https://doi.org/10.1007/978-0-387-77036-9, Springer Science+Business Media New York 2008. Indeed, evidence is the raw material of history teaching and learning. �"4 The work is very well illustrated. ?����G��#��(�~? ��"@�������DL3���A��0nM��*,�����a�hE�"B4@��Dj""!���^���0;��P< iP}�*}R�������K�J��봶��֭Z�j�5�10�������������������������������������������������X]G��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������U �=��{�ܲ�����b� C��ί���i�/��}�������>��|���L3o�N�l�v�03i���tXj������A�[n���F���վ�+�6�[�n�釄�gU�́�&�^ �'ӝ�E���X �M!�c�4�K��A���V�`���a��a:O�~� (Brieskom & Knorrer, Plane algebraic curves, p. ii) . d�. . Part of Springer Nature. book series �kD3�i֔&�B��Uu��"�t��|-�~� For those seeking an alternative to the traditional approach, it seems to me to be of great interest. national history. The aim of this interesting new contribution to the series Readings in Mathematics is an attempt to restore the historical order in the presentation of basic mathematical analysis...such a historical approach can provide a very fruitful and interesting approach to mathematical analysis. {t��� ��].�k�����z��ڤ���q��+�z὿�oںIm�n���������[}��i-]R�{���������},7����G U�Ia���#�[�^�������]���#����ֻAa��뵥�����k����, ����Lx���D��s�����Ɂ���eZC⽕� m�fШ�JGS��N��U;�6��r m��2VD�pH��-q:#Gd9c���J����Z��y*TZ�;C�B�7�-�A��\�h��s'W�!�b�C���;*)���Y�I�p��u[�gU��Ye�: ��]����fl=Rv���Mst���H�� c��ryB#�6g��?6��wQ�i���^ �O5�8������tU �66>��/ blY�;��n�n{J�L�UPg�O���Y�%mf>&�'ʆ$����2X��X��-C This service is more advanced with JavaScript available, Part of the ��>��s���R��h�F^��#�y����Q���G#�O������ç��==��������o��/ϧ�;c�������_�������m�ӷ���������K����v�|�~�����_o�o��~y>}�~�W��=|�z>�{�O����݇�q�~�?�>���Ï��?o+���~���ߒ~;�%���z��Ώ���x���߽w;>l����p���?�(���O?��{wٸ�^ �P���Z�UuTGu���^5P5�Fj�F�DMԤ����U�P�j�VjUm�Fm��ک]uPu�N�N�E]�E5�|�| �_#_�������k�5�5�|�| �_#_�������k�5�5�|�| �_#_�������k�5�5�|�| �_#_�������k�5��Z|�|-�_+_�������k���Z|�|-�_+_�������k���Z|�|-�_+_�������k���Z|�|-�_+_�������k��u�:|�|�_'_���������u�u�:|�|�_'_���������u�u�:|�|�_'_���������u�u�:|�|�_'_���������u���z|�|=�_/_�������������z|�|=�_/_�������������z|�|=�_/_�������������z|�|=�_/_����������� �|�|�� ߀o�7�7�� � �|�|�� ߀o�7�7�� � �|�|�� ߀o�7�7�� � �|�|�� ߀o�7�7�� �����K�����G��#��(�~? �&�C�?�W���-�ޗ��X5ޖç�]�ֻ����T���^��_�/�ս.���w�U��Bu�+^�Awz���I����axt�������]�����gbY��z#��;3�n��]�RD�q��(�;����E��*]�����(@A�L�(�`���ն„�L�� ��� Sold by itemspopularsonlineaindemand and ships from … The Meaning of History In its very earliest known uses in human society, history was simply a narrative account of past events. It is the story of man in time, an inquiry into the past based on evidence. �U���Ԇڟ�����5��V���!�g����}*�J�$���+���/�w��T��I*X'��������[�*o�������K�����~�-��]���>�~� _J���K�o�������M������_���߭?�����������a}-��� �����[K_�A�-��__�k����w���������?���^�֗�J�m+I~�m��^�-�KK�Րj!u��4�±������XK���4�����Ye�4��X���0�����'B"6%`�A��A?b�� �0�`�4�D�i� 8 "$�L6��X `�4��$9PPZ��b��R � �\B|8�0�2K��!a��C7�D0�e��hCAP!��Vo������������������������������������������������������������������������������������������������������Ҹ"4(YE�t�2��^����ɲ�0G�'~"������>���7�|��ۦ�����޽������?������_m��4��]]��v]v���xk��0��.���J�^�o�^��������>�[�E�;&�5̪� ���\R�����@��SA�����4��ֲ-�����ER3834�l`�*�*�#.kh��(>�d�NF�Ԯ�L" P���T�*X(����xB�%3/=)����^b���?x��~� ���[�խ�m>�|��_5" �V� %PDF-1.5 %���� . That was the big disaster.” (Pierre Cartier, Math.Intell., 1998, p.25) �h �]�0��E �M:S��C!���;�Րq�N���;N� ����M;�R{������t��_�O��'v뿫���w_�O�����׺�U����Kv�����!U��ɑ�B�EL�a�ԉ�"�"h�JȒ.F�#A�,�`�}!�j �4_ T������ad� The text is complemented by a large number of examples, calculations and mathematical pictures and will provide stimulating and enjoyable reading for students, teachers, as well as researchers. that departed from the traditional dry-as-dust mathematics textbook. endstream endobj 11 0 obj<>/XObject<>/ProcSet[/PDF/Text/ImageB]/ExtGState<>>>>> endobj 12 0 obj<>stream Not logged in H��W�r��}߯�G�����'���ȑ��\�+�R���,)��Ӄ� ���*L����=�^����~������p��^qf�c���I)u����e0���q����hW�X����j�P?ڷ�����z�����9�&8'���v�zK���d��]�!��z�[���[k$GW�W($�XK��p����q_mׯ/���N�w�b���4&�Ј+? PA�0/~���r�l2��H�pnL#�5L*t�~ʨf�H�C�C � ��K��i���jI=?��nO_T�֖�C���C=!c�몶��H���޾A�&��I%l2�׎��mw�[6��*cV�l+���Vl�n���@�0�0.� �M����� �R06t�B��[ai-�� �7&�Vثj�P�m�V����A�;� �նC6յ���w���ծ�5l&�a��M=? ?���z�� �$߄o�7�7��M�M�&|�|� �$߄o�7�7��M�M�&|�|� �$߄o�7�7��M�M�&|�|� �$߄o�7�7��M�M�&|�|3��,ߌo�7�7������f|�|3��,ߌo�7�7������f|�|3��,ߌo�7�7������f|�|3��,ߌo�7�7������f|�|��"߂o��ȷ�[�-�-�|�|��"߂o��ȷ�[�-�-�|�|��"߂o��ȷ�[�-�-�|�|��"߂o��ȷ�[�-�-�|�|+��*ߊoŷʷ�[���V|�|+��*ߊoŷʷ�[���V|�|+��*ߊoŷʷ�[���V|�|+��*ߊoŷʷ�[���V|�|� �&߆o÷ɷ���m�m�6|�|� �&߆o÷ɷ���m�m�6|�|� �&߆o÷ɷ���m�m�6|�|� �&߆o÷ɷ���m�m�6|ۯ����\t�;�]��~~��߅����w�w�;�]��~~��߅����w�w�;�]��~~��߅����w�w�;�]��~~��߅����w��߁���w�;�;���|�C�߁���w�;�;���|�C�߁���w�;�;���|�C�߁���w�;�;���|�C�߉���w�;�;��N�N|'�S�߉���w�;�;��N�N|'�S�߉���w�;�;��N�N|'�S�߉���w�;�;��N�N|'�S�߅���w���]�.�.|�K�߅���w���]�.�.|�K�߅���w���]�.�.|�K�߅���w���]�.�.|���?������|��x����{ݎ���i��o�_/�};������� ~�� Kr���I� �, aij�=��0[C�mu� �k�C�� �n���D�=5T�I'�MS@�?�TAA� ��I��`֭4��@�i��&�� xa�����SA������m�`ΐpt�B��"�Gl:i��B�t��� ��i>O6�U�Z��'�xA��n���[�OM�]�A�������A���}]�n�t�o߭�۪�+��I�W��]? ^W�Tc�#� @���]���~צ#���\�`���5�P�BrX���U������֡)b$�;��M� 4 0 obj<>/XObject<>/ProcSet[/PDF/Text/ImageB]/ExtGState<>>>>> endobj 5 0 obj<>stream The establishment of mathematical rigour for these subjects in the 19th century for one and several variables is treated in chapters III and IV. .�h��ʛ�+�FO����;�yw|C�r�Yo��]���ps^���ɹ���φ�W8r�[�4�|g*�a��~���`OU7m3ģcJMr�S�!Y�f����&��s"�"E�?Wý=Bcw}���cXp����������e�v�!����p���EL�5e115xg�X�p�=16$���J�!T��_��z���U�O0�X�Čn�����Cl4�Ȫ�5���-��+\_�U��cσ��.L �aq}����P��P�|>�����G���3� It is an (UTM). Personally, I wonder if teaching national history is a good idea. ���3�0�:*|�5���}�?^'D���⤄*ר��������@��x�z��5�9!���Eo�?��9?�. H�d�͊����zy�8�� x�cd`ab`dd���LII���/��w��8���!��#�C���9�,?�yD�����a����Q�e�ã�3 ���^���V�{5���f6FF6>���zǔ��TO��%�%����E��% The first two chapters show how the ancient calculations of practical problems led to infinite series, differential and integral calculus and to differential equations. {^�]W�m6���ݻZ�֛ݪ��ӷ�I����m[�ӧ���߭�m�׾�w�v���W�z۪V[����o�Z�u~�����u�Bo�W����U�[�7���{]����U���~����Ӯ�����������V<1��~��>����o��{�������~ۭo���u�ڽ҇����_|>�~_��^߆�C�~�/�Y�|>�u߱�a����{J����������Dp������m({�~w`I�|?z�����u�.�t߷��/�;���{������D3_��M���/�����E�A{{v߶���oo��A{j����z����%������ﷆ�n��A��wXK�[�~�K���;����ߺ�(�=>���=���/��?�BZ�/� �k���P��^�I$�b� ��I�_�|7����p�%UK�>����P������U� ��A��W��&�?��}������a�}?�������������n�v���i��������߿��~���������'���������{����������_����������W�z�������}������/� 5j׿����/V���[�ת��Ş{V�ի���{��J�wl]�k�J��4�d��i'ki{����$ᬃwip�i�T�CI8h*m*��a�t�ip`�uM���i-6���@���L4���Q��Tu�T �e��0T�Zh�^Cht�S��_���� As a word, it entered the English language from the French formulation of histoire, the Latin notion of historia, and the Greek construction of istoria, each of . The authors include a large number of once-traditional subjects which have now vanished from the analysis curriculum, at least in the standard American courses. Analysis by Its History ~ Springer . 'J����8A�@\& �� g��A�`���aPd\6�@� Many of the exercises are inspired by original papers, with the bibliographic references sometimes given. For example, identifying the author or source of a historical document or narrative and assessing its credibility (comprehension) is prerequisite to comparing competing historical narratives (analysis). H�d��n�@E��^�E{^�HU�>�kE$�UJS� `� ��� �P�(Aէ�0 � Am����l4G�(_��*ha���&„� �Om:H6 �aW�����XU�U�Er���">�^��j�� �p��]���!��V�W����z��i��S�'I���عN4���$=V�; �m�=�V�݄�Y�:/���]ugP]����b��w]:� �PE>��U� o��O]tX؍~���M;��k�m���n9�^��޿�K�O�_����^���{������0�z 鯐@� ���]ـѸi����}�q+^����������~�u������u� ����Lr�(r1���]��U��AwDT��[���D����?�����������A ��� ���� Oׯ������I{��%��M������k� ����?������I_��ҽ�%��� ����K���{��IW�����������������J�����K?�}�����{������do���F����O�z��w���O���w����^�����������{ݯ��K���im�����)�����P�_�����[x@���m/����������O�=l*w��N���xa%��a}�n��O�a�����&s���RC1k������?հ�Z�2�}���v�T�m+��tӵih2 3�PᰝSiC!�@���0��m'C�Cj�a6a�'ݪ�Ƀ���i:�K����0�X@�-�A5�a,�� �‚L$��*�2p����2A��҆�! Inquiry into the past based on evidence, American mathematical Monthly, Over 10 million scientific documents at your.. Monthly, Over 10 million scientific documents at your fingertips, it seems to to. Raw material of history teaching and learning evidence is the raw material history... 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