Michael N. Fried – författare

Apollonius’s Conics was one of the greatest works of advanced mathematics in antiquity.  The work comprised eight books, of which four have come down to us in their original Greek and three in Arabic.  By the time the Arabic translations were produced, the eighth book had already been lost. In 1710, Edmond Halley, then Savilian Professor of Geometry at Oxford, produced an edition of the Greek text of the Conics of Books I-IV, a translation into Latin from the Arabic versions of Books V-VII, and a reconstruction of Book VIII.  

The present work provides the first complete English translation of Halley’s reconstruction of Book VIII with supplementary notes on the text.  It also contains 1) an introduction discussing aspects of Apollonius’s Conics 2) an investigation of Edmond Halley''s understanding of the nature of his venture into ancient mathematics, and 3) an appendices giving a brief account of Apollonius’s approach to conic sections and his mathematical techniques.

This book will be of interest to students and researchers interested in the history of ancient Greek mathematics and mathematics in the early modern period.

This book explores the evolving relationship between the history and epistemology of mathematics and mathematics education over the past fifty years. Beginning with the international movement that emerged in the 1970s, it celebrates the enduring and expanding role of historical and epistemological perspectives in shaping teaching practices.

Organized into seven thematic sections, the volume examines core issues such as how historical and epistemological insights enhance understanding of mathematical concepts, interdisciplinarity as a tool for teaching, and innovative approaches to teacher training. It also delves into the use of historical problems, ancient texts, and textbooks as teaching resources, alongside an analysis of the social and political dimensions of mathematics education.

Special attention is given to the impact of the "modern mathematics" reform and its legacy in rekindling interest in the history of mathematics in education. Featuring contributions from diverse geographical and historical contexts, this book is an essential resource for teachers, researchers, and anyone passionate about the rich interplay of history, epistemology, and mathematics.