This carefully crafted ebook: "Selected Mathematical Works: Symbolic Logic + The Game of Logic + Feeding the Mind" is formatted for your eReader with a functional and detailed table of contents. Lewis Carroll wrote several mathematics books. He was mainly interested in using logic diagrams as a pedagogical tool. Symbolic Logic, first published in 1896, contains literally dozens of puzzles. He believed heartily that children would enjoy learning mathematics if they could be enticed by amusing stories and puzzles. The Game of Logic, published in 1897, was intended to teach logic to children. His "game" consisted of a card with two diagrams, together with a set of counters, five grey and four red. The two diagrams were Carroll's version of a two-set and a three-set Venn diagram. A manuscript of a brief lecture Lewis Carroll once gave, Feeding the Mind, discusses the importance of not only feeding the body, but also the mind. Carroll wittily puts forth connections between the diet of the body and mind, and gives helpful tips on how to best digest knowledge in the brain. This essay was originally printed in 1907. Lewis Carroll ((1832-1898) is best known as the author of Alice in Wonderland and Alice Through the Looking Glass. His real name was Charles Dodgson. His father, the Reverend Charles Dodgson, instilled in his son a love of mathematics from an early age. Lewis studied at Oxford, and later taught there as a Mathematics Lecturer.

This carefully crafted ebook: “Selected Mathematical Works: Symbolic Logic + The Game of Logic + Feeding the Mind” is formatted for your eReader with a functional and detailed table of contents. Lewis Carroll wrote several mathematics books. He was mainly interested in using logic diagrams as a pedagogical tool. Symbolic Logic, first published in 1896, contains literally dozens of puzzles. He believed heartily that children would enjoy learning mathematics if they could be enticed by amusing stories and puzzles. The Game of Logic, published in 1897, was intended to teach logic to children. His "game" consisted of a card with two diagrams, together with a set of counters, five grey and four red. The two diagrams were Carroll's version of a two-set and a three-set Venn diagram. A manuscript of a brief lecture Lewis Carroll once gave, Feeding the Mind, discusses the importance of not only feeding the body, but also the mind. Carroll wittily puts forth connections between the diet of the body and mind, and gives helpful tips on how to best digest knowledge in the brain. This essay was originally printed in 1907. Lewis Carroll ((1832-1898) is best known as the author of Alice in Wonderland and Alice Through the Looking Glass. His real name was Charles Dodgson. His father, the Reverend Charles Dodgson, instilled in his son a love of mathematics from an early age. Lewis studied at Oxford, and later taught there as a Mathematics Lecturer.

This volume is about the life and work of Shiing-Shen Chern (1911-), one of the leading mathematicians of this century. The book contains personal accounts by some friends, together with a summary of the mathematical works by Chern himself. Besides a selection of the mathematical papers the book also contains all his papers published after 1988.

This book contains a little more than 20 of Debabrata Basu's most significant articles and writings. Debabrata Basu is internationally known for his highly influential and fundamental contributions to the foundations of statistics, survey sampling, sufficiency, and invariance. The major theorem bearing his name has had numerous applications to statistics and probability. The articles in this volume are reprints of the original articles, in a chronological order. The book also contains eleven commentaries written by some of the most distinguished scholars in the area of foundations and statistical inference. These commentaries are by George Casella and V. Gopal, Phil Dawid, Tom DiCiccio and Alastair Young, Malay Ghosh, Jay kadane, Glen Meeden, Robert Serfling, Jayaram Sethuraman, Terry Speed, and Alan Welsh.

This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics, grades 6–8. Discover what students should learn and how they should learn it at each grade level. Comprehensive research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency.

A practical guide to deeper instruction—a framework for challenging, engaging, and empowering students of all ages For schools to meet ambitious new standards and prepare all students for college, careers, and life, research has shown unequivocally that nothing is more important that the quality of daily instruction. Learning That Lasts presents a new vision for classroom instruction that sharpens and deepens the quality of lessons in all subject areas. It is the opposite of a 'teacher-proof' solution. Instead, it is predicated on a model of instruction that honors teachers as creative and expert planners of learning experiences for their students and who wish to continuously grow in their instructional and content knowledge. It is not a theoretical vision. It is a model of instruction refined in some of the nation's most successful public schools—schools that are beating the odds to create remarkable achievement—sited primarily in urban and rural low-income communities. Using case studies and examples of powerful learning at all grade levels and in all disciplines, Learning That Lasts is a guide to creating classrooms that promote deeper understanding, higher order thinking, and student independence. Through text and companion videos, readers will enter inspiring classrooms where students go beyond basics to become innovators, collaborators, and creators. Learning That Lasts embraces a three-dimensional view of student achievement that includes mastery of knowledge and skills, character, and high-quality work. It is a guide for teachers who wish to make learning more meaningful, memorable, and connected to life, and inspire students to do more than they think possible.

Although contact geometry and topology is briefly discussed in V I Arnol''d''s book Mathematical Methods of Classical Mechanics (Springer-Verlag, 1989, 2nd edition), it still remains a domain of research in pure mathematics, e.g. see the recent monograph by H Geiges An Introduction to Contact Topology (Cambridge U Press, 2008). Some attempts to use contact geometry in physics were made in the monograph Contact Geometry and Nonlinear Differential Equations (Cambridge U Press, 2007). Unfortunately, even the excellent style of this monograph is not sufficient to attract the attention of the physics community to this type of problems. This book is the first serious attempt to change the existing status quo. In it we demonstrate that, in fact, all branches of theoretical physics can be rewritten in the language of contact geometry and topology: from mechanics, thermodynamics and electrodynamics to optics, gauge fields and gravity; from physics of liquid crystals to quantum mechanics and quantum computers, etc. The book is written in the style of famous Landau-Lifshitz (L-L) multivolume course in theoretical physics. This means that its readers are expected to have solid background in theoretical physics (at least at the level of the L-L course). No prior knowledge of specialized mathematics is required. All needed new mathematics is given in the context of discussed physical problems. As in the L-L course some problems/exercises are formulated along the way and, again as in the L-L course, these are always supplemented by either solutions or by hints (with exact references). Unlike the L-L course, though, some definitions, theorems, and remarks are also presented. This is done with the purpose of stimulating the interest of our readers in deeper study of subject matters discussed in the text.

United States’ students continue to have difficulties with the subject of mathematics. Sometimes it is believed that students aren’t smart enough to master mathematics or that mathematics is just too difficult for all but the chosen few. This book offers an alternative explanation: Students’ difficulties in mathematics can best be understood and explained social scientifically. That is, Learning Theories, Agents of Socialization, and more generally, cultural and social milieu, are relevant in trying to understand individuals’ ideas about mathematics. The book begins by providing an overview of the current status in mathematics education. Popular cultural portrayals of mathematics and mathematicians are examined. The book, then, delves deeper into how students perceive mathematics and mathematicians by examining how students view mathematicians, how students define mathematics, and what themes emerge from students’ mathematical autobiographies and their metaphors. The book describes a semantic differential, in an effort to ascertain the meanings of math that people hold and shows the different patterns of responses among various groups of people. Finally, the book delves into mathematical mindsets, a current approach to understanding mathematical identities, as well as success and failure in mathematics.