The Crescent Dictionary of Mathematics

The Crescent Dictionary of Mathematics

The Crescent Dictionary of Mathematics

The Crescent Dictionary of Mathematics

Excerpt

The subject matter of the 1422 entries in this dictionary covers two general categories. First, a detailed treatment is provided of the following standard high school and college mathematics material: arithmetic; elementary, intermediate, and college algebra; plane and solid geometry; plane and spherical trigonometry; plane and solid analytic geometry; differential and integral calculus. Second, a wide selection of items is provided from more advanced mathematics, including the following fields: logic and fundamental concepts; theory of equations, theory of numbers, and modern higher algebra; advanced calculus; geometry and topology; probability and statistics; recent areas such as computer sciences, information theory, operations research, and so on.

The explanations of entries range from brief definitions of a few lines to expository discussions of various lengths. Several goals motivated the treatment. The dictionary was to satisfy the immediate technical needs of the user. Mathematics was to be presented as a unified, ever-growing, and stimulating body of knowledge. The reader who was a nonspecialist in mathematics was to be served in advanced mathematics and in new fields (such as computer sciences) that were significant for the future. In terms of its broader objectives, the present book may be viewed as an outline or compendium of mathematical ideas correlated with a large collection of specialized items. There are concern and activity in the educational field with regard to revitalizing and modernizing scientific training and creating a better understanding of science; it is hoped that this volume will contribute to these aims in mathematics.

The dictionary is intended for several audiences. First, it is designed to meet the educational needs of the participants in high school and college mathematics--the student and the teacher. It serves . . .

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