Comments for Book Ends
https://blogs.ams.org/bookends
Conversations about math booksSat, 19 Aug 2017 21:03:52 +0000hourly1https://wordpress.org/?v=4.8.2Comment on Author Interview: John Roe by Eriko Hironaka
https://blogs.ams.org/bookends/2017/08/11/author-interview-john-roe/#comment-131
Sat, 19 Aug 2017 21:03:52 +0000http://blogs.ams.org/bookends/?p=610#comment-131Thank you for your comment. We hope you enjoy the book.
]]>Comment on Author Interview: John Roe by Gene Chase
https://blogs.ams.org/bookends/2017/08/11/author-interview-john-roe/#comment-130
Sat, 19 Aug 2017 13:54:04 +0000http://blogs.ams.org/bookends/?p=610#comment-130I am reading Edward Frenkel’s book Love and Math this week. It gives me hope that I’ll begin to understand a glimmer of the Langlands Program. I’m keen to read your book because I bet I’ll understand the Langlands Program even better after going thought it. Thanks!
]]>Comment on Author Interview: John Roe by Mehmet Aktas
https://blogs.ams.org/bookends/2017/08/11/author-interview-john-roe/#comment-129
Fri, 11 Aug 2017 20:24:18 +0000http://blogs.ams.org/bookends/?p=610#comment-129This book looks very interesting for me. I would definitely get and read it. It is also nice to learn its story and publishing process. Thank you for sharing such a great source.
]]>Comment on Culture, Conventions and Publishing in Math by Matilde Marcolli
https://blogs.ams.org/bookends/2016/11/17/culture-conventions-and-publishing-in-math/#comment-127
Tue, 17 Jan 2017 17:33:34 +0000http://blogs.ams.org/bookends/?p=361#comment-127The issue of early research and publishing in mathematics (especially at undergraduate level) is an issue I have given a lot of thought to recently. I am definitely a strong supported of early involvement in serious research (by which, let’s say, I mean something publishable in mainstream research journals, not in special venues dedicated to “undergraduate research”). Incidentally, I don’t believe there is anything like “undergraduate research”, and unfortunately a lot of REUs give out homework problems dressed up as research, which is not what I am talking about. It is certainly more difficult in mathematics than in other disciplines to involve students early in active research, but it is certainly not impossible: I have done it with over 30 students in the past few years and it nearly always worked out very well. I also believe that, in terms of criteria for graduate school admission, the only thing that correlates well with doing research (which is what we expect graduate students to be able to do) is doing research. Serious research involvement as undergraduates is a much more reliable predictive criterion than any GRE scores or such other things. In that respect, more involvement of undergraduates in actual creative mathematical work will also mean better and more reliable selection for graduate schools. There is of course an issue of opportunities: there may be good students who simply do not have access to good research problems and research mentors. This is a serious problem, but one that can be addressed by creating more opportunities, and serious programs and REUs that really do focus on creative research. In addition to all these considerations, there is the basic fact that if one wants to be a mathematician one wants to be a mathematician which means creating mathematics: it is only natural that students feel the need to be active player and not just passive exercise-solving-machines from as early as possible in their mathematical trajectory.
]]>Comment on Culture, Conventions and Publishing in Math by Jitender Singh
https://blogs.ams.org/bookends/2016/11/17/culture-conventions-and-publishing-in-math/#comment-126
Thu, 08 Dec 2016 15:36:44 +0000http://blogs.ams.org/bookends/?p=361#comment-126“Mathematics is a personal journey, and ultimately by its very nature mathematics is an endeavor where being an independent thinker is an asset”……really the essence! The increased pressure of publishing has affected serious thinking of mathematics since it is much different from the other disciplines!
]]>Comment on Math books for children by Suba
https://blogs.ams.org/bookends/2016/09/20/math-books-for-children/#comment-125
Sat, 03 Dec 2016 05:15:02 +0000http://blogs.ams.org/bookends/?p=302#comment-125Thanks for a thoughtful article and all the recommendations. I’ll be sure to check out the books suggested here.
My nine year old daughter and I recently finished reading ‘The Number Devil’ by Hans Magnus Enzensberger. A beautiful and fun book that introduces math concepts through a number devil (with a lot of attitude!) that visits a boy Robert in his dreams. I think this is a fun parent and child read. My daughter often keeps flipping through the pages by herself. Enjoy!
]]>Comment on Mathematical sign-posts by schremmer
https://blogs.ams.org/bookends/2016/10/19/mathematical-sign-posts/#comment-124
Tue, 22 Nov 2016 01:07:53 +0000http://blogs.ams.org/bookends/?p=336#comment-124One should distinguish “ways of teaching” from ways of “reconstructing contents”. For a short example of the latter, in his “A very short introduction to mathematics”, Gowers doesn’t mention real numbers, as I recall not even once. Instead, he deals thoroughly with decimal numbers. For adult beginners, this makes all the difference.
Do you know any introductory textbook that deviates from the “standard” treatment other than by atomizing it?
(Other than mine of course, to be found at freemathtexts.org!)
Regards
–schremmer
]]>Comment on Math books for children by Jenn Murawski, Mathical Book Prize coordinator
https://blogs.ams.org/bookends/2016/09/20/math-books-for-children/#comment-122
Thu, 10 Nov 2016 00:16:10 +0000http://blogs.ams.org/bookends/?p=302#comment-122I just saw your post, thanks for helping us share the Mathical Book Prize! We have a committee of mathematicians, educators, and librarians that help select titles that have what you might call “inspirational math content” — things that bring kids into math concepts or puzzles through stories in a way that doesn’t feel like a textbook. We’re currently going through the 2017 prize submissions, but we’d love to hear if others recommend titles for the future – there’s a form at http://mathicalbooks.org/suggest/ if you know of anything worthy of consideration.
]]>Comment on Math books for children by Christopher Danielson
https://blogs.ams.org/bookends/2016/09/20/math-books-for-children/#comment-121
Wed, 09 Nov 2016 18:15:29 +0000http://blogs.ams.org/bookends/?p=302#comment-121Lovely. The question in the introduction Is it more important that a child be left with knowledge that they can understand and retain, or a new awareness that keeps them thinking and wondering? is exactly what I had in mind in designing, then writing Which One Doesn’t Belong? A Shapes book. I hope you’ll take the time to have a look and help to spread the word of more, better math in all children’s lives. Thanks for the other book recommendations. I’ll dig in myself.
]]>Comment on Mathematical sign-posts by Eriko Hironaka
https://blogs.ams.org/bookends/2016/10/19/mathematical-sign-posts/#comment-120
Sat, 29 Oct 2016 14:04:29 +0000http://blogs.ams.org/bookends/?p=336#comment-120Thank you for your comment. I am very interested in alternative ways of teaching, and possibly alternative kinds of textbooks. Do you have examples of texts that do reach “plain folks” effectively?
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