Introduction to mathematical structures and proofs (Record no. 13414)

000 -LEADER
fixed length control field 02130pam a2200205 a 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 951002s1996 nyua 001 0 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 0387979972
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
080 ## - UNIVERSAL DECIMAL CLASSIFICATION NUMBER
Universal Decimal Classification number 510.6
Item number GER
100 1# - MAIN ENTRY--AUTHOR NAME
Personal name Gerstein, Larry J
245 10 - TITLE STATEMENT
Title Introduction to mathematical structures and proofs
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New York
Name of publisher Springer
-- Jones and Bartlett Publishers
Year of publication 1996
300 ## - PHYSICAL DESCRIPTION
Number of Pages x, 350p.
440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Textbooks in mathematical sciences
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 1. Logic<br/>2. Sets<br/>3. Functions<br/>4. Finite and Infinite Sets<br/>5. Permutations and Combinations<br/>6. Number Theory
520 ## - SUMMARY, ETC.
Summary, etc This is a textbook for a one-term course whose goal is to ease the transition from lower-division calculus courses to upper-division courses in linear and abstract algebra, real and complex analysis, number theory, topology, combinatorics, and so on. Without such a "bridge" course, most upper℗Ư division instructors feel the need to start their courses with the rudiments of logic, set theory, equivalence relations, and other basic mathematical raw materials before getting on with the subject at hand. Students who are new to higher mathematics are often startled to discover that mathematics is a subject of ideas, and not just formulaic rituals, and that they are now expected to understand and create mathematical proofs. Mastery of an assortment of technical tricks may have carried the students through calculus, but it is no longer a guarantee of academic success. Students need experience in working with abstract ideas at a nontrivial level if they are to achieve the sophisticated blend of knowledge, disci℗Ư pline, and creativity that we call "mathematical maturity." I don't believe that "theorem-proving" can be taught any more than "question-answering" can be taught. Nevertheless, I have found that it is possible to guide stu℗Ư dents gently into the process of mathematical proof in such a way that they become comfortable with the experience and begin asking them℗Ư selves questions that will lead them in the right direction
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Logic, Symbolic and mathematical
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Mathematics
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type BOOKS
Holdings
Withdrawn status Lost status Damaged status Not for loan Home library Current library Shelving location Full call number Accession Number Koha item type
        IMSc Library IMSc Library First Floor, Rack No: 28, Shelf No: 2 510.6 GER 34110 BOOKS
The Institute of Mathematical Sciences, Chennai, India

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