Unilibrary. Oliy ta'lim muassasalarining yagona elektron kutubxona axborot tizimi.

INEQUALITIES

In the mathematics course of secondary schools students get acquainted with the properties of inequalities and methods of their solution in elementary cases (inequalities of the first and the second degree). In this booklet the author did not pursue the aim of presenting the basic properties of inequalities and made an attempt only to familiarize students of senior classes with some particularly remarkable inequalities playing an important role in various sections of higher mathematics and with their use for finding the greatest and the least values of quantities and for calculating some limits. The book contains 63 problems, 35 of which are provided with detailed solutions, composing thus its main subject, and 28 others are given in Sections 1.1 and 2.1, 2.3, 2.4 as exercises for individual training. At the end of the book the reader will find the solutions to the given exercises. The solution of some difficult problems carried out individually will undoubtedly do the reader more good than the solution of a large number of simple ones. For this reason we strongly recommend the readers to perform their own solutions before referring to the solutions given by the author at the end of the book. However, one should not be disappointed if the obtained results differ from those of the patterns. The author considers it as a positive factor. When proving the inequalities and solving the given problems, the author has used only the properties of inequalities and limits actually covered by the curriculum on mathematics in the secondary school.

Introduction to Mathematical Philosophy

This book is intended for those who have no previous acquaintance with the topics of which it treats, and no more knowledge of mathematics than can be acquired at a primary school or even at Eton. It sets forth in elementary form the logical definition of number, the analysis of the notion of order, the modern doctrine of the infinite, and the theory of descriptions and classes as symbolic fictions. The more controversial and uncertain aspects of the subject are subordinated to those which can by now be regarded as acquired scientific knowledge. These are explained without the use of symbols, but in such a way as to give readers a general understanding of the methods and purposes of mathematical logic, which, it is hoped, will be of interest not only to those who wish to proceed to a more serious study of the subject, but also to that wider circle who feel a desire to know the bearings of this important modern science.

The IMO Compendium

The International Mathematical Olympiad (IMO) is nearing its fiftieth anniversary and has already created a very rich legacy and firmly established itself as the most prestigious mathematical competition in which a high-school student could aspire to participate. Apart from the opportunity to tackle interesting and very challenging mathematical problems, the IMO represents a great opportunity for high-school students to see how they measure up against students from the rest of the world. Perhaps even more importantly, it is an opportunity to make friends and socialize with students who have similar interests, possibly even to become acquainted with their future colleagues on this first leg of their journey into the world of professional and scientific mathematics. Above all, however pleasing or disappointing the final score may be, preparing for an IMO and participating in one is an adventure that will undoubtedly linger in one’s memory for the rest of one’s life. It is to the high-school-aged aspiring mathematician and IMO participant that we devote this entire book.

INTERNATIONAL MATHEMATICAL OLYMPIADS, 1978-1985 AND FORTY SUPPLEMENTARY PROBLEMS

The Mathematical Association of America is pleased to publish this sequel to NML vol. 27; it contains the International Mathematical Olympiads, 1978-1985, and forty supplementary problems selected by Murray S. Klamkin, who prepared this text. The educational impact of such problems in stimulating mathematical thinking of young students and its long range effects have been eloquently described, both from the viewpoint of the participant and that of the mature mathematician in retrospect, by Gábor Szegö in his preface to the Hungarian Problem Books, volumes 11 and 12 of this NML series. Our aim in all problem collections of this series is not only to help the high school student satisfy his curiosity by presenting solutions with tools familiar to him, but also to instruct him in the use of more sophisticated methods and different modes of attack by including explanatory material and alternate solutions. For problem solvers, each problem is a challenging entity to be conquered; for theory spinners, each problem is the proof of their pudding. It is the fruitful synthesis of these seemingly antithetical forces that we have tried to achieve.

The Philosophy of Mathematics Education Today

Each volume in the series presents state-of-the art research on a particular topic in mathematics education and reflects the international debate as broadly as possible, while also incorporating insights into lesser-known areas of the discussion. Each volume is based on the discussions and presentations during the ICME-13 Congress and includes the best papers from one of the ICME-13 Topical Study Groups or Discussion Groups.

TOPICS IN ALGEBRA

I approached rev1smg Topics in Algebra with a certain amount of trepidation. On the whole, I was satisfied with the first edition and did not want to tamper with it. However, there were certain changes I felt should be made, changes which would not affect the general style or content, but which would make the book a little more complete. I hope that I have achieved this objective in the present version. For the most part, the major changes take place in the chapter on group theory. When the first edition was written it was fairly uncommon for a student learning abstract algebra to have had any previous exposure to linear algebra. Nowadays quite the opposite is true; many students, perhaps even a majority, have learned something about 2 x 2 matrices at this stage. Thus I felt free here to draw on 2 x 2 matrices for examples and problems. These parts, which depend on some knowledge of linear algebra, are indicated with a #. In the chapter on groups I have largely expanded one section, that on Sylow's theorem, and added two others, one on direct products and one on the structure of finite abelian groups.

Mathematical Analysis I

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

Развитие русской речи учащихся начальных классов.

Свободное владение русским языком должно стать нормой для молодежи, оканчивающей средние учебные заведения.

Радость познания.

О том, как научить детей писать грпмотно и красиво, сделать процесс обучения радостным постижением мира, рассказывает о своей книге Е.Н.Потапова - учитель школы № 109 Москвы.

Психологическая наука - учителю

В настоящее время перед каждым учителем-поставлена задача построить свою работу в соответствии с Основными направлениями реформы общеобразовательной школы.

Педагогик технология асослари

Ушбу кулланма хозирги педагогик технологияларнинг умумий асосларини ёритишга багишланган.

Преподавание физики и астрономии в средней школе ро новым программам.

Книга представляет собой методическое пособие для учителей, разъясняющее новое содержание курсов физики и астономии, научные и методические принципы, положенные в основу этих курсов.

Преемственность и перспективность в обучении русскому языкую

В сатьях учителей и методистов обобщен передовой педагогической опыт и намечены пути установления взаимосвязей в обучении русскому языку между начальной и средней школой, между разделами внутри школьного курса.

Учитель говорить по - английски

Практикум включает систему упражнений, обеспечивающих целенаправлению работа над произношением и техникой чтения английского языка: может быть использован как вводно-фонетический курс. Практикум предназначен для студентов 1-2-курсов гуманитарных факультетов, а также для учащихся гимназий, лецеев и школ с углубленным изучением английского языка.

Odam anatomiyasi

Inson organizmlaridagi o'zgarishlar haqida ma'lumotlar berilgan.

Правописание не и не.

В школьной практике тема "Частицы" является одной из самых сложных, Особые трудности вызывает написание не и не.