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1 425 kr
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Max Dehn (1878-1952) is known to mathematicians today for his seminal contributions to geometry and topology-Dehn surgery, Dehn twists, the Dehn invariant, etc. He is also remembered as the first mathematician to solve one of Hilbert's famous problems. However, Dehn's influence as a scholar and teacher extended far beyond his mathematics. Dehn also lived a remarkable life, described in this book in three phases. The first phase focuses on his early career as one of David Hilbert's most gifted students. The second, after World War I, treats his time in Frankfurt where he led an intimate community of mathematicians in explorations of historical texts. The final phase, after 1938, concerns his flight from Nazi Germany to Scandinavia and eventually to the United States where, after various teaching experiences, the Dehns settled at iconic Black Mountain College.This book is a collection of essays written by mathematicians and historians of art and science. It treats Dehn's mathematics and its influence, his journeys, and his remarkable engagement in history and the arts. A great deal of the information found in this book has never before been published.
Instructing the Mathematical Imagination
Charlotte Angas Scott and Bryn Mawr College, 1880s to 1920s
Häftad, Engelska, 2025
855 kr
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This book examines the creation and character of mathematical training at Bryn Mawr College between 1885 and 1926 under the leadership of Charlotte Angas Scott. Though designated as a college, Bryn Mawr boasted the world’s first graduate degree programs in which women taught women. Through detailed analysis of Scott’s publications, student dissertations, and institutional records - including the college’s Journal Club Notebooks - the author reconstructs how a sustained, collaborative, and visually grounded style of mathematics emerged in this setting. Rather than focusing on biographical exceptionalism, the study situates Scott and her students within broader shifts in the American mathematical community, including changing access to education, publication, and professional networks.Following Scott’s own trajectory from England to the United States, the chapters explore the development of the mathematics department and trace themes such as algebraic representation in geometry, refined visual intuition, and early topology. The work addresses institutional constraints and the pedagogical means through which students learned to do original mathematics in a time of limited professional opportunity.The book rewards those interested in the disciplinary, epistemological, and material conditions of mathematical research. The technical content is within the reach of advanced undergraduate students. It is of particular value to historians of science, historians of gender, scholars of mathematics education, and practicing geometers and topologists curious about the histories of their fields.