Christiane Rousseau – författare

Les auteurs présentent des concepts mathématiques de base, comme les chaînes de Markov, les fonctions itérées, la structure de corps fini, et les développent dans le contexte de problèmes réels tels que la navigation internet, la compression de données et les codes correcteurs d'erreurs. Un des leitmotivs du texte est de montrer comment la modélisation mathématique, la puissance des outils mathématiques et l'abstraction sont toutes cruciales pour l'innovation technologique. Les divers sujets sont présentés avec clarté et les mathématiques toujours discutées à partir de connaissances de base. Chaque chapitre suggère de nombreux exercices, certains élémentaires pour renforcer la compréhension, d'autres plus avancés pour explorer de nouvelles problématiques. Une mise en contexte historique de certains concepts mathématiques ou de l'évolution d'une technologique enrichit le texte.

Of what use is mathematics? Hasn’t everything in mathematics already been disc- ered? Thesearenaturalquestionsoftenaskedbyundergraduates. Theanswersprovided by their professors are often quite brief. Most university courses, pressed for time and rigidly structured, o?er little opportunity to present and study actual applications and real-world examples. Evenmorehigh-schoolstudentsaskthesamequestionswithmoreinsistence. Tea- ers in these schools generally work under even tighter constraints than university prof- sors. If they are able to competently respond to these questions it is probably because they received good answers from their teachers and professors. And if they do not have the answers, then whose fault is it? The genesis of this text It is impossible to introduce this text without ?rst discussing the course in which it originated. The course “Mathematics and Technology” was created at the Universit´ e de Montr´ eal and taught for the ?rst time in the winter semester of 2001. It was created after observing that most courses in the department neglect to present real applications. Sinceitscreationthecoursehasbeenopentobothundergraduatemathematicsstudents and future high-school teachers. Since no appropriate text or manual for the course we envisioned existed, we were led to write our own course notes, from which we taught. We got so caught up in writing these notes that they quickly grew to the size of a textbook, containing much more material than could possibly be taught in one semester. Despite the two of us being career mathematicians, we must admit that we both knew little or nothing about most of the applications presented in the following chapters.

Of what use is mathematics? Hasn’t everything in mathematics already been disc- ered? Thesearenaturalquestionsoftenaskedbyundergraduates. Theanswersprovided by their professors are often quite brief. Most university courses, pressed for time and rigidly structured, o?er little opportunity to present and study actual applications and real-world examples. Evenmorehigh-schoolstudentsaskthesamequestionswithmoreinsistence. Tea- ers in these schools generally work under even tighter constraints than university prof- sors. If they are able to competently respond to these questions it is probably because they received good answers from their teachers and professors. And if they do not have the answers, then whose fault is it? The genesis of this text It is impossible to introduce this text without ?rst discussing the course in which it originated. The course “Mathematics and Technology” was created at the Universit´ e de Montr´ eal and taught for the ?rst time in the winter semester of 2001. It was created after observing that most courses in the department neglect to present real applications. Sinceitscreationthecoursehasbeenopentobothundergraduatemathematicsstudents and future high-school teachers. Since no appropriate text or manual for the course we envisioned existed, we were led to write our own course notes, from which we taught. We got so caught up in writing these notes that they quickly grew to the size of a textbook, containing much more material than could possibly be taught in one semester. Despite the two of us being career mathematicians, we must admit that we both knew little or nothing about most of the applications presented in the following chapters.

A number of recent significant developments in the theory of differential equations are presented in an elementary fashion, many of which are scattered throughout the literature and have not previously appeared in book form, the common denominator being the theory of planar vector fields (real or complex). A second common feature is the study of bifurcations of dynamical systems. Moreover, the book links fields that have developed independently and signposts problems that are likely to become significant in the future. The following subjects are covered: new tools for local and global properties of systems and families of systems, nonlocal bifurcations, finiteness properties of Pfaffian functions and of differential equations, geometric interpretation of the Stokes phenomena, analytic theory of ordinary differential equations and complex foliations, applications to Hilbert's 16th problem.

A number of recent significant developments in the theory of differential equations are presented in an elementary fashion, many of which are scattered throughout the literature and have not previously appeared in book form, the common denominator being the theory of planar vector fields (real or complex). A second common feature is the study of bifurcations of dynamical systems. Moreover, the book links fields that have developed independently and signposts problems that are likely to become significant in the future. The following subjects are covered: new tools for local and global properties of systems and families of systems, nonlocal bifurcations, finiteness properties of Pfaffian functions and of differential equations, geometric interpretation of the Stokes phenomena, analytic theory of ordinary differential equations and complex foliations, applications to Hilbert's 16th problem.

Of what use is mathematics? Hasn’t everything in mathematics already been disc- ered? Thesearenaturalquestionsoftenaskedbyundergraduates. Theanswersprovided by their professors are often quite brief. Most university courses, pressed for time and rigidly structured, o?er little opportunity to present and study actual applications and real-world examples. Evenmorehigh-schoolstudentsaskthesamequestionswithmoreinsistence. Tea- ers in these schools generally work under even tighter constraints than university prof- sors. If they are able to competently respond to these questions it is probably because they received good answers from their teachers and professors. And if they do not have the answers, then whose fault is it? The genesis of this text It is impossible to introduce this text without ?rst discussing the course in which it originated. The course “Mathematics and Technology” was created at the Universit´ e de Montr´ eal and taught for the ?rst time in the winter semester of 2001. It was created after observing that most courses in the department neglect to present real applications. Sinceitscreationthecoursehasbeenopentobothundergraduatemathematicsstudents and future high-school teachers. Since no appropriate text or manual for the course we envisioned existed, we were led to write our own course notes, from which we taught. We got so caught up in writing these notes that they quickly grew to the size of a textbook, containing much more material than could possibly be taught in one semester. Despite the two of us being career mathematicians, we must admit that we both knew little or nothing about most of the applications presented in the following chapters.

Das Buch "Mathematik und Technologie" ist eine Einführung in zahlreiche Anwendungen der Mathematik in der Technologie. Meist handelt es sich dabei um moderne Anwendungen, die zum heutigen Alltagsleben gehören. Die Studenten erleben Wissenschaft in Aktion. Die mathematischen Grundlagen sind relativ elementar und zeigen die Leistungsstärke der mathematischen Modellbildung und der hierbei verwendeten mathematischen Hilfsmittel. Zusammen mit der Abstraktion sind das entscheidende Werkzeuge für technologische Innovationen. Das Buch wendet sich an Studenten der höheren Studienjahre und an angehende Gymnasiallehrer. Vorausgesetzt werden Kenntnisse in linearer Algebra, analytischer Geometrie und Basiswissen über Funktionen in mehreren Variablen. Weitere Grundkenntnisse werden im Buch vermittelt. Die Kapitel sind unabhängig voneinander. Einige von ihnen bestehen aus einem elementaren Teil, der ausführlich durchzunehmen ist, und einem sich anschließenden fortgeschrittenen Teil, der je nach Bedarf bzw. Zeitvolumen behandelt werden kann. Am Schluss eines jeden Kapitels stehen zahlreiche Übungsaufgaben.