Craig Smorynski – författare

1 An Initial Assignment I haven’t taught the history of mathematics that often, but I do rather like the course. The chief drawbacks to teaching it are that i. it is a lot more work than teaching a regular mathematics course, and ii. in American colleges at least, the students taking the course are not mathematics majors but e- cation majors— and and in the past I had found education majors to be somewhat weak and unmotivated. The last time I taught the course, however, themajorityofthestudentsweregraduateeducationstudentsworkingtoward their master’s degrees. I decided to challenge them right from the start: 1 Assignment. In An Outline of Set Theory, James Henle wrote about mat- matics: Every now and then it must pause to organize and re?ect on what it is and where it comes from. This happened in the sixth century B. C. when Euclid thought he had derived most of the mathematical results known at the time from ?ve postulates. Do a little research to ?nd as many errors as possible in the second sentence and write a short essay on them. Theresponsesfarexceededmyexpectations. Tobesure,someoftheund- graduates found the assignment unclear: I did not say how many errors they 2 were supposed to ?nd. But many of the students put their hearts and souls 1 MyapologiestoProf. Henle,atwhoseexpenseIpreviouslyhadalittlefunonthis matter. I used it again not because of any animosity I hold for him, but because I was familiar with it and, dealing with Euclid, it seemed appropriate for the start of my course.

It is Sunday, the 7th of September 1930. The place is Konigsberg and the occasion is a small conference on the foundations of mathematics. Arend Heyting, the foremost disciple of L. E. J. Brouwer, has spoken on intuitionism; Rudolf Carnap of the Vienna Circle has expounded on logicism; Johann (formerly Janos and in a few years to be Johnny) von Neumann has explained Hilbert's proof theory-- the so-called formalism; and Hans Hahn has just propounded his own empiricist views of mathematics. The floor is open for general discussion, in the midst of which Heyting announces his satisfaction with the meeting. For him, the relationship between formalism and intuitionism has been clarified: There need be no war between the intuitionist and the formalist. Once the formalist has successfully completed Hilbert's programme and shown "finitely" that the "idealised" mathematics objected to by Brouwer proves no new "meaningful" statements, even the intuitionist will fondly embrace the infinite. To this euphoric revelation, a shy young man cautions~ "According to the formalist conception one adjoins to the meaningful statements of mathematics transfinite (pseudo-')statements which in themselves have no meaning but only serve to make the system a well-rounded one just as in geometry one achieves a well­ rounded system by the introduction of points at infinity.

1 An Initial Assignment I haven’t taught the history of mathematics that often, but I do rather like the course. The chief drawbacks to teaching it are that i. it is a lot more work than teaching a regular mathematics course, and ii. in American colleges at least, the students taking the course are not mathematics majors but e- cation majors— and and in the past I had found education majors to be somewhat weak and unmotivated. The last time I taught the course, however, themajorityofthestudentsweregraduateeducationstudentsworkingtoward their master’s degrees. I decided to challenge them right from the start: 1 Assignment. In An Outline of Set Theory, James Henle wrote about mat- matics: Every now and then it must pause to organize and re?ect on what it is and where it comes from. This happened in the sixth century B. C. when Euclid thought he had derived most of the mathematical results known at the time from ?ve postulates. Do a little research to ?nd as many errors as possible in the second sentence and write a short essay on them. Theresponsesfarexceededmyexpectations. Tobesure,someoftheund- graduates found the assignment unclear: I did not say how many errors they 2 were supposed to ?nd. But many of the students put their hearts and souls 1 MyapologiestoProf. Henle,atwhoseexpenseIpreviouslyhadalittlefunonthis matter. I used it again not because of any animosity I hold for him, but because I was familiar with it and, dealing with Euclid, it seemed appropriate for the start of my course.

The problems stimulate, the stories of their successful solutions inspire, and their applications are wide.The literature abounds with books dedicated to mathematical problems — collections of problems, hints on how to solve them, and even histories of the paths to the solutions of some famous ones.

This book introduces the core ideas of L.E.J. Brouwer’s approach to constructivity in mathematics, focusing on analysis, set theory, and topology, while considering his philosophical motivations. Brouwer’s “intuitionism” offers a coherent alternative to classical (nonconstructive) mathematics.Starting with the rejection of the Principle of the Excluded Middle, the book reconstructs number systems and analysis using Cauchy sequences. It compares constructive and classical methods, highlights where classical theorems fail through “weak counterexamples”, and examines Brouwer’s classical and constructive versions of the Fixed-Point Theorem. Intuitionistic concepts like choice sequences and the Creating Subject lead to surprising results, such as the continuity of all total real functions and the existence of effective but non-recursive functions. Brief but fundamental comparisons are made with the later alternatives of Markov and Bishop.Intended as an introduction for undergraduates, this book is suitable for mathematics students interested in philosophy as well as philosophers with some mathematical background.

This book is about the rise and supposed fall of the mean value theorem. It discusses the evolution of the theorem and the concepts behind it, how the theorem relates to other fundamental results in calculus, and modern re-evaluations of its role in the standard calculus course.The mean value theorem is one of the central results of calculus. It was called “the fundamental theorem of the differential calculus” because of its power to provide simple and rigorous proofs of basic results encountered in a first-year course in calculus. In mathematical terms, the book is a thorough treatment of this theorem and some related results in the field; in historical terms, it is not a history of calculus or mathematics, but a case study in both.MVT: A Most Valuable Theorem is aimed at those who teach calculus, especially those setting out to do so for the first time. It is also accessible to anyone who has finished the first semester of the standard course in the subject and will be of interest to undergraduate mathematics majors as well as graduate students. Unlike other books, the present monograph treats the mathematical and historical aspects in equal measure, providing detailed and rigorous proofs of the mathematical results and even including original source material presenting the flavour of the history.