Bøger i Undergraduate Texts in Mathematics serien

There are three changes in the second edition. First, with the help of readers and colleagues-thanks to all-I have corrected typographical errors and made minor changes in substance and style. Second, I have added a fewmore Exercises,especially at the end ofChapter4.Third, I have appended a section on Differential Geometry, the essential mathematical tool in the study of two-dimensional structural shells and four-dimensional general relativity. JAMES G. SIMMONDS vii Preface to the First Edition When I was an undergraduate, working as a co-op student at North Ameri­ can Aviation, I tried to learn something about tensors. In the Aeronautical Engineering Department at MIT, I had just finished an introductory course in classical mechanics that so impressed me that to this day I cannot watch a plane in flight-especially in a turn-without imaging it bristling with vec­ tors. Near the end of the course the professor showed that, if an airplane is treated as a rigid body, there arises a mysterious collection of rather simple­ looking integrals called the components of the moment of inertia tensor.

Focusing Your Attention The purpose of this book is Cat least) twofold. First, we want to show you what mathematics is, what it is about, and how it is done-by those who do it successfully. We are, in fact, trying to give effect to what we call, in Section 9.3, our basic principle of mathematical instruction, asserting that "e;mathematics must be taught so that students comprehend how and why mathematics is qone by those who do it successfully./I However, our second purpose is quite as important. We want to attract you-and, through you, future readers-to mathematics. There is general agreement in the (so-called) civilized world that mathematics is important, but only a very small minority of those who make contact with mathematics in their early education would describe it as delightful. We want to correct the false impression of mathematics as a combination of skill and drudgery, and to re- inforce for our readers a picture of mathematics as an exciting, stimulating and engrossing activity; as a world of accessible ideas rather than a world of incomprehensible techniques; as an area of continued interest and investigation and not a set of procedures set in stone.

Broadly speaking, analysis is the study of limiting processes such as sum- ming infinite series and differentiating and integrating functions, and in any of these processes there are two issues to consider; first, there is the question of whether or not the limit exists, and second, assuming that it does, there is the problem of finding its numerical value. By convention, analysis is the study oflimiting processes in which the issue of existence is raised and tackled in a forthright manner. In fact, the problem of exis- tence overshadows that of finding the value; for example, while it might be important to know that every polynomial of odd degree has a zero (this is a statement of existence), it is not always necessary to know what this zero is (indeed, if it is irrational, we may never know what its true value is). Despite the fact that this book has much in common with other texts on analysis, its approach to the subject differs widely from any other text known to the author. In other texts, each limiting process is discussed, in detail and at length before the next process. There are several disadvan- tages in this approach. First, there is the need for a different definition for each concept, even though the student will ultimately realise that these different definitions have much in common.

The first course in Analysis, which follows calculus, along with other courses, such as differential equations and elementary linear algebra, in the curricu­ lum, presents special pedagogical challenges. There is a change of stress from computational manipulation to "proof. " Indeed, the course can become more a course in Logic than one in Analysis. Many students, caught short by a weak command of the means of mathematical discourse and unsure of what is expected of them, what "the game" is, suffer bouts of a kind of mental paralysis. This text attempts to address these problems in several ways: First, we have attempted to define "the game" as that of "inquiry," by using a form of exposition that begins with a question and proceeds to analyze, ultimately to answer it, bringing in definitions, arguments, conjectures, exam­ ples, etc. , as they arise naturally in the course of a narrative discussion of the question. (The true, historical narrative is too convoluted to serve for first explanations, so no attempt at historical accuracy has been made; our narra­ tives are completely contrived. ) Second, we have kept the logic informal, especially in the course of preliminary speculative discussions, where common sense and plausibility­ tempered by mild skepticism-serve to energize the inquiry.

Beginning with the ?rst edition of Complex Analysis, we have attempted to present the classical and beautiful theory of complex variables in the clearest and most intuitive form possible. The changes inthisedition, which include additions to ten of the nineteen chapters, are intended to provide the additional insights that can be obtainedby seeing a little more of the "e;bigpicture"e;.This includesadditional related results and occasional generalizations that place the results inaslightly broader context. The Fundamental Theorem of Algebra is enhanced by three related results. Section 1.3 offers a detailed look at the solution of the cubic equation and its role in the acceptance of complex numbers. While there is no formula for determining the rootsof a generalpolynomial,we added a section on Newton'sMethod,a numerical technique for approximating the zeroes of any polynomial. And the Gauss-Lucas Theorem provides an insight into the location of the zeroes of a polynomial and those of its derivative. Aseries of new results relate to the mapping properties of analytic functions. Arevised proof of Theorem 6.15 leads naturally to a discussion of the connection between critical points and saddle points in the complex plane. The proof of the SchwarzRe?ectionPrinciplehasbeenexpandedtoincludere?ectionacrossanalytic arcs, which plays a key role in a new section (14.3) on the mapping properties of analytic functions on closed domains. And our treatment of special mappings has been enhanced by the inclusion of Schwarz-Christoffel transformations.

¿The theory is systematically developed by the axiomatic method that has, since von Neumann, dominated the general approach to linear functional analysis and that achieves here a high degree of lucidity and clarity. The presentation is never awkward or dry, as it sometimes is in other ¿modern¿ textbooks; it is as unconventional as one has come to expect from the author. The book contains about 350 well placed and instructive problems, which cover a considerable part of the subject. All in all this is an excellent work, of equally high value for both student and teacher.¿ Zentralblatt für Mathematik

This book is intended for students familiar with a beginner's version of differential and integral calculus stressing only manipulation offormulas and who are now looking for a closer study of basic concepts combined with a more creative use of information. The work is primarily aimed at students in mathematics, engineering, and science who find themselves in transition from elementary calculus to rigorous courses in analysis. In addition, this book may also be of interest to those preparing to teach a course in calculus. Instead of exposing the reader to an excess of premature abstractions that so easily can degenerate into pedantry, I felt it more useful to stress instruc- tive and stimulating examples. The book contains numerous worked out examples and many of the exercises are provided with helpful hints or a solution in outline. For further exercises the interested reader may want to consult a problem book by the author entitled Problems and Propositions in Analysis (New York: Marcel Dekker, 1979). For the history of calculus I recommend the book by C. B. Boyer, The Concepts of the Calculus (New York: Dover, 1949).

There are a great deal of books on introductory analysis in print today, many written by mathematicians of the first rank. The publication of another such book therefore warrants a defense. I have taught analysis for many years and have used a variety of texts during this time. These books were of excellent quality mathematically but did not satisfy the needs of the students I was teaching. They were written for mathematicians but not for those who were first aspiring to attain that status. The desire to fill this gap gave rise to the writing of this book. This book is intended to serve as a text for an introductory course in analysis. Its readers will most likely be mathematics, science, or engineering majors undertaking the last quarter of their undergraduate education. The aim of a first course in analysis is to provide the student with a sound foundation for analysis, to familiarize him with the kind of careful thinking used in advanced mathematics, and to provide him with tools for further work in it. The typical student we are dealing with has completed a three-semester calculus course and possibly an introductory course in differential equations. He may even have been exposed to a semester or two of modern algebra. All this time his training has most likely been intuitive with heuristics taking the place of proof. This may have been appropriate for that stage of his development.

The original version of this book, handed out to my students in weekly in- stallments, had a certain rugged charm. Now that it is dressed up as a Springer UTM volume, I feel very much like Alfred Dolittle at Eliza's wedding. I hope the reader will still sense the presence of a young lecturer, enthusiastically urging his audience to enjoy linear algebra. The book is structured in various ways. For example, you will find a test in each chapter; you may consider the material up to the test as basic and the material following the test as supplemental. In principle, it should be possible to go from the test directly to the basic material of the next chapter. Since I had a mixed audience of mathematics and physics students, I tried to give each group some special attention, which in the book results in certain sections being marked* "e;for physicists"e; or "e;for mathematicians. "e; Another structural feature of the text is its division into laconic main text, put in boxes, and more talkative unboxed side text. If you follow just the main text, jumping from box to box, you will find that it makes coherent reading, a real "e;book within the book,"e; presenting all that I want to teach.

This self-contained textbook gives a thorough exposition of multivariable calculus. It can be viewed as a sequel to the one-variable calculus text, A Course in Calculus and Real Analysis, published in the same series. The emphasis is on correlating general concepts and results of multivariable calculus with their counterparts in one-variable calculus. For example, when the general definition of the volume of a solid is given using triple integrals, the authors explain why the shell and washer methods of one-variable calculus for computing the volume of a solid of revolution must give the same answer. Further, the book includes genuine analogues of basic results in one-variable calculus, such as the mean value theorem and the fundamental theorem of calculus.This book is distinguished from others on the subject: it examines topics not typically covered, such as monotonicity, bimonotonicity, and convexity, together with their relation to partial differentiation, cubature rules for approximate evaluation of double integrals, and conditional as well as unconditional convergence of double series and improper double integrals. Moreover, the emphasis is on a geometric approach to such basic notions as local extremum and saddle point.Each chapter contains detailed proofs of relevant results, along with numerous examples and a wide collection of exercises of varying degrees of difficulty, making the book useful to undergraduate and graduate students alike. There is also an informative section of "Notes and Comments¿¿ indicating some novel features of the treatment of topics in that chapter as well as references to relevant literature. The only prerequisite for this text is a course in one-variable calculus.

In introducing his essays on the study and understanding of nature and e- lution, biologist Stephen J. Gould writes: [W]e acquire a surprising source of rich and apparently limitless novelty from the primary documents of great thinkers throughout our history. But why should any nuggets, or even ?akes, be left for int- lectual miners in such terrain? Hasn't the Origin of Species been read untold millions of times? Hasn't every paragraph been subjected to overt scholarly scrutiny and exegesis? Letmeshareasecretrootedingeneralhumanfoibles. . . . Veryfew people, including authors willing to commit to paper, ever really read primary sources-certainly not in necessary depth and completion, and often not at all. . . . I can attest that all major documents of science remain cho- full of distinctive and illuminating novelty, if only people will study them-in full and in the original editions. Why would anyone not yearn to read these works; not hunger for the opportunity? [99, p. 6f] It is in the spirit of Gould's insights on an approach to science based on p- mary texts that we o?er the present book of annotated mathematical sources, from which our undergraduate students have been learning for more than a decade. Although teaching and learning with primary historical sources require a commitment of study, the investment yields the rewards of a deeper understanding of the subject, an appreciation of its details, and a glimpse into the direction research has taken. Our students read sequences of primary sources.

What this book is about. The theory of sets is a vibrant, exciting math- ematical theory, with its own basic notions, fundamental results and deep open problems, and with significant applications to other mathematical theories. At the same time, axiomatic set theory is often viewed as a foun- dation ofmathematics: it is alleged that all mathematical objects are sets, and their properties can be derived from the relatively few and elegant axioms about sets. Nothing so simple-minded can be quite true, but there is little doubt that in standard, current mathematical practice, "e;making a notion precise"e; is essentially synonymous with "e;defining it in set theory. "e; Set theory is the official language of mathematics, just as mathematics is the official language of science. Like most authors of elementary, introductory books about sets, I have tried to do justice to both aspects of the subject. From straight set theory, these Notes cover the basic facts about "e;ab- stract sets,"e; including the Axiom of Choice, transfinite recursion, and car- dinal and ordinal numbers. Somewhat less common is the inclusion of a chapter on "e;pointsets"e; which focuses on results of interest to analysts and introduces the reader to the Continuum Problem, central to set theory from the very beginning.

Second Year Calculus: From Celestial Mechanics to Special Relativity covers multi-variable and vector calculus, emphasizing the historical physical problems which gave rise to the concepts of calculus. The book guides us from the birth of the mechanized view of the world in Isaac Newton's Mathematical Principles of Natural Philosophy in which mathematics becomes the ultimate tool for modelling physical reality, to the dawn of a radically new and often counter-intuitive age in Albert Einstein's Special Theory of Relativity in which it is the mathematical model which suggests new aspects of that reality. The development of this process is discussed from the modern viewpoint of differential forms. Using this concept, the student learns to compute orbits and rocket trajectories, model flows and force fields, and derive the laws of electricity and magnetism. These exercises and observations of mathematical symmetry enable the student to better understand the interaction of physics and mathematics.

Discrete mathematics is quickly becoming one of the most important areas of mathematical research, with applications to cryptography, linear programming, coding theory and the theory of computing. This book is aimed at undergraduate mathematics and computer science students interested in developing a feeling for what mathematics is all about, where mathematics can be helpful, and what kinds of questions mathematicians work on. The authors discuss a number of selected results and methods of discrete mathematics, mostly from the areas of combinatorics and graph theory, with a little number theory, probability, and combinatorial geometry. Wherever possible, the authors use proofs and problem solving to help students understand the solutions to problems. In addition, there are numerous examples, figures and exercises spread throughout the book.Lszl Lovsz is a Senior Researcher in the Theory Group at Microsoft Corporation. He is a recipient of the 1999 Wolf Prize and the Gdel Prize for the top paper in Computer Science. Jzsef Pelikn is Professor of Mathematics in the Department of Algebra and Number Theory at Etvs Lornd University, Hungary. In 2002, he was elected Chairman of the Advisory Board of the International Mathematical Olympiad. Katalin Vesztergombi is Senior Lecturer in the Department of Mathematics at the University of Washington.

. . . that departed from the traditional dry-as-dust mathematics textbook. (M. Kline, from the Preface to the paperback edition of Kline 1972) Also for this reason, I have taken the trouble to make a great number of drawings. (Brieskom & Knorrer, Plane algebraic curves, p. ii) . . . I should like to bring up again for emphasis . . . points, in which my exposition differs especially from the customary presentation in the text- books: 1. Illustration of abstract considerations by means of figures. 2. Emphasis upon its relation to neighboring fields, such as calculus of dif- ferences and interpolation . . . 3. Emphasis upon historical growth. It seems to me extremely important that precisely the prospective teacher should take account of all of these. (F. Klein 1908, Eng\. ed. p. 236) Traditionally, a rigorous first course in Analysis progresses (more or less) in the following order: limits, sets, '* continuous '* derivatives '* integration. mappings functions On the other hand, the historical development of these subjects occurred in reverse order: Archimedes Cantor 1875 Cauchy 1821 Newton 1665 . ;::: Kepler 1615 Dedekind . ;::: Weierstrass . ;::: Leibniz 1675 Fermat 1638 In this book, with the four chapters Chapter I. Introduction to Analysis of the Infinite Chapter II. Differential and Integral Calculus Chapter III. Foundations of Classical Analysis Chapter IV. Calculus in Several Variables, we attempt to restore the historical order, and begin in Chapter I with Cardano, Descartes, Newton, and Euler's famous Introductio.

This book contains the stories of five mathematical journeys into new realms, told through the writings of the explorers themselves. Some were guided by mere curiosity and the thrill of adventure, while others had more practical motives. In each case the outcome was a vast expansion of the known mathematical world and the realization that still greater vistas remained to be explored. The authors tell these stories by guiding the reader through the very words of the mathematicians at the heart of these events, and thereby provide insight into the art of approaching mathematical problems. The book can be used in a variety of ways. The five chapters are completely independent, each with varying levels of mathematical sophistication. The book will be enticing to students, to instructors, and to the intellectually curious reader. By working through some of the original sources and supplemental exercises, which discuss and solve - or attempt to solve - a great problem, this book helps the reader discover the roots of modern problems, ideas, and concepts, even whole subjects. Students will also see the obstacles that earlier thinkers had to clear in order to make their respective contributions to five central themes in the evolution of mathematics.