Ebook Download The History of Mathematics: A Very Short Introduction, by Jacqueline Stedall
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The History of Mathematics: A Very Short Introduction, by Jacqueline Stedall
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This Very Short Introduction explores the rich historical and cultural diversity of mathematical practice, ranging from the distant past to the present. Historian Jacqueline Stedall shows that mathematical ideas are far from being fixed, but are adapted and changed by their passage across periods and cultures. The book illuminates some of the varied contexts in which people have learned, used, and handed on mathematics, drawing on fascinating case studies from a range of times and places, including early imperial China, the medieval Islamic world, and nineteenth-century Britain. By drawing out some common threads, Stedall provides an introduction not only to the mathematics of the past but to the history of mathematics as a modern academic discipline.
- Sales Rank: #173293 in Books
- Brand: Oxford University Press USA
- Published on: 2012-04-01
- Original language: English
- Number of items: 1
- Dimensions: 4.40" h x .50" w x 6.70" l, .25 pounds
- Binding: Paperback
- 144 pages
- Oxford University Press USA
Review
"This is a quite well-arranged and well-written book. ... [A]lthough written for and accessible to a general audience, it will also be informative and enjoyable for mathematicians." --Mathematical Reviews
About the Author
Jacqueline Stedall is Senior Research Fellow at The Queen's College, University of Oxford.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Very good source of discussion in my undergraduate math history course
By A. Tanner
What this book is not is a short introduction to major events in the history of mathematics. What it IS is a short introduction to larger themes and issues related to the study of mathematics throughout history. I use this book as a supplemental reading in my university History of Mathematics course. The book, in a short and readable format, confronts questions that I want my students to be considering as we study. These question include:
* What is mathematics in the first place? We cannot talk about the history of mathematics if we do not consider what falls into the category of mathematics in the first place, and how that has changed throughout history.
* What are some of the social contexts that have allowed mathematical work to happen at different times and places?
* How does the nature of our sources affect what we are able to know about mathematics of the past?
* What difficulties arise in trying to translate and interpret mathematical texts?
The discussions these topics provoke in my classroom allow us to go beyond just facts, dates, interesting stories, and mathematical problems, and to build in nuance and critical thinking.
In addition, I find some of the critiques of Stedall's feminist perspective I see in other reviews very off-putting. As a woman, who teaches many female undergraduates, many of whom will go on to teach female middle school and high school students, I think the question of why there are few female voices in the history of mathematics, and whether women could and can be mathematicians, is a relevant one, and I would not so casually dismiss it as worthy of disgust (particularly when it only makes up a small portion of the book!).
5 of 5 people found the following review helpful.
No "sexist" math here.
By J. Farrell
A feminist history of mathematics. Seriously. You' ve been warned.
33 of 37 people found the following review helpful.
Most readers will expect ...
By Malcolm Cameron
"The History of Mathematics: A Very Short Introduction"
by Jacqueline Stedall
This short treatise would be a useful provocative discussion starter for a seminar. But according to the author's Introduction "most readers will expect ... some key mathematical events and discoveries in roughly chronological order" but this is not to be as there "can be several problems ... with that kind of exposition".
The problems, it appears, are that (a) that would be a "whig version of mathematical history" presumably showing progress over reaction; and (b) may not show the connections between the "stepping stones"; and (c) most of the key people "will have lived in western Europe from the 16th century onwards and will be male". The author pronounces: "Clearly this will not do".
Rather the book does "a little to redress the masculine bias", "pay(s) more than lip service to ... continents other than Europe"; "explore(s) ...people whose names will never appear in standard histories" and "requires something different from the usual chronological survey".
Commencing with Andrew Wiles 1993 proof of the 350-year-old Fermat's Last Theorem then back to Pythagoras, we are told this is "elite history" and we want mathematics of people in "their everyday life, in school, the home or the workplace". We are told of the author's 89 year old mother tallying every penny of her household expenditure and author's friend Tatjana who designs quilts with right angled triangles. It is not fair: "women ... have to rise at least to the level of Sophie Germain before they are taken seriously ... (y)et without people who do and teach mathematics at every level, the elite would not flourish". "Part of the purpose of this book is to redress the balance and to reclaim mathematics for the man, woman, and child in the street ...". "One thing is certain: the history of mathematics is not the history of mathematicians."
There is discussion on the available historical record such as Gerbert, later Pope Sylvester 11, who "it is true" used the Indian or Hindu numerals on abacus counters, "but on this slender evidence one can hardly give him credit for introducing them to the rest of Europe" from Spain. Yet we are asked, on no evidence, to accept that "there must have been other travellers who similarly bought back a little knowledge of the numerals to demonstrate to their friends" or in the case of China, equally without evidence, there were no doubt exchanges with India "but none with the West until the Jesuits arrived in the 17th century". Then there is a classic truism as the conclusion to Chapter 3 "Without people, there is no dissemination of mathematical ideas at all".
Malcolm Cameron
12 March 2012
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