ZAMP was founded in 1950 and translates into "Journal of Applied Mathematics and Physics"
Publishes peer-reviewed scientific papers and brief reports in Fluid Mechanics, Mechanics of Solids
and Differential Equations/Applied Mathematics
Coverage extends to original work in neighbouring domains
The Journal of Applied Mathematics and Physics (ZAMP) publishes papers of high scientific quality in Fluid Mechanics, Mechanics of Solids and Differential Equations/Applied Mathematics. A paper will be considered for publication if at least one of the following conditions is fulfilled:
The paper includes results or discussions which can be considered original and highly interesting.
The paper presents a new method.
The author reviews a problem or a class of problems with such profound insight that further research is encouraged.
The readers of ZAMP will find not only articles in their own special field but also original work in neighbouring domains. This will lead to an exchange of ideas; concepts and methods which have proven to be successful in one field may well be useful to other areas. ZAMP attempts to publish articles reasonably quickly. Longer papers are published in the section "Original Papers", shorter ones may appear under "Brief Reports" where publication is particularly rapid. The journal includes a "Book Review" section and provides information on activities (such as upcoming symposia, meetings or special courses) which are of interest to its readers.
ZDM is one of the oldest mathematics education research journals in publication. The journal surveys, discusses, and builds upon current research and theoretical-based perspectives in mathematics education. In addition, it serves as a forum for critical analysis of issues within the field.
All the papers published in the journal?s seven annual themed issues are strictly by invitation. These papers are subject to an internal peer review by selected members from the editorial board as well as an external review by invited experts. The journal targets readers from around the world in mathematics education research who are interested in current developments in the field.
- Zentralblatt MATH (zbMATH) is the world’s most comprehensive and longest-running abstracting and reviewing service in pure and applied mathematics
- The zbMATH database contains about 4 million bibliographic entries with reviews or abstracts currently drawn from about 3,000 journals and serials, and 180,000 books.
- The coverage starts in the 18th century and is complete from 1868 to the present by the integration of the "Jahrbuch über die Fortschritte der Mathematik" database.
On August 8, 1900 German mathematician David Hilbert gave a speech at the Paris conference of the International Congress of Mathematicians, at the Sorbonne, where he presented 10 mathematical Problems (out of a list of 23) all unsolved at the time, and several of them were very influential for 20th century mathematics.
xd3d is a simple scientific visualization tool designed to be easy to learn. It can plot 2d and 3d meshes, with shadowing, contour plots, vector fields, iso-contour (3d), as well as 3d surfaces z=f(x,y) defined by an algebraic expression or a cloud of points. It generates high quality vector PostScript files for scientific publications and still or animated bitmap images. It includes the graph plotter xgraphic.
Object recognition requires that you know when two shapes are 'similar'. But what does similar mean? The mathematician says: make the set of all (two dimensional, three dimensional or higher) shapes into the points of an infinite-dimensional space and then put a metric on this space reflecting what 'similar' means. The background image is supposed to suggest this construction: here a certain set of eggs with varying shapes are each put in its own pigeon-hole. If, for example, our 'shapes' are taken to be open subsets of Euclidean space with smooth boundaries, then this space will be a Banach or Frechet manifold, but a highly non-linear one. The question of finding the right mathematical model for the space of such shapes is not unlike moduli problems and I tried to get a grip on this as soon as I looked at vision problems.
Around 2004 I met Peter Michor and found that he had systematically developed the foundations of differential geometry of such infinite dimensional spaces. This seemed to be the right tool for studying the above spaces of shapes. Since then, we have been studying various Riemannian metrics on them and their associated completions; the geodesics in these metrics and the curvature of the space; examples and applications to object recognition.
MathWorld is the web's most extensive mathematical resource, provided as a free service to the world's mathematics and internet communities as part of a commitment to education and educational outreach by Wolfram Research, makers of Mathematica.
MathWorldTM is the web's most extensive mathematical resource, provided as a free service to the world's mathematics and internet communities as part of a commitment to education and educational outreach by Wolfram Research, makers of Mathematica.
Mathematics as a Non-Superstition. Eleven math courses (in the playlists), from high school (precalculus) to early graduate school (functional analysis), taught in such a way that the student should be able to defend (almost) all statements against objection.
Playlist List (sorted by last added):
Course 4: Linear Algebra
Course 3: Calculus II (US)
Course 2: Calculus I (Another extra)
Course 7: Principles of Mathematical Analysis
Course 9: Basic Functional and Harmonic Analysis
Course 8: Fourier Analysis
Course 8: Complex Analysis
Course 6: Introduction to Analysis
Course 5: Differential Equations
Course 4: Multivariable Calculus
Course 3: Calculus II
Course 2: Calculus I
Course 1: Precalculus
On August 4, 1805, Irish physicist, astronomer, and mathematician William Rowan Hamilton was born. He made important contributions to classical mechanics, optics, and algebra, but is perhaps best known as the inventor of quaternions, a number system that extends the complex numbers.
On October 23, 1635, German astronomer and mathematician Wilhelm Schickard, who constructued the very first mechanical calculator, passed away. His famous calculator was able to perform additions and subtractions. For more complicated operations, it provided so-called Napier bones, named after the Scottish mathematician John Napier, who came up with the idea of logarithms. Although it is widely believed that the first mechanical calculating device was created by the French mathematician Blaise Pascal in 1642. However, that distinction actually belongs to Wilhelm Schickard.
In Why Is There Philosophy of Mathematics At All? one of the grand eminences of the philosophy of science, now retired, offers a lively, discursive tour of some of the broad landscapes of the philosophy of mathematics...
intended to develop into a large store of useful mathematical problem-solving techniques. Some of these techniques will be very general, while others will concern particular subareas of mathematics. All of them will be techniques that are used regularly by mathematical problem-solvers, at every level of experience.
L. Wittgenstein. University Of Chicago Press, Chicago, (October 1989)characterizes mathematical propositions: - Do not have a temporal sense (pp. 34). - Are rules of expression. "the connection between a mathematical proposition and its application is roughly that between a rule of expression and the expression itself in use" (pp. 47). A rule of expression defines what is meaningful and what not, how a particular form should be used, etc. - Is invented to suit experience and then made independent of experience (pp. 43). "In mathematics we have propositions which contain the same symbols as, for example, "write down the integral of..", etc., with the difference that when we have a mathemaitical proposition time doesn't enter into it and in the other it does. Now this is not a metaphisical statement." (pp 34).
H. Freudenthal. Educational Studies in Mathematics, 1 (1/2):
3-8(May 1968)Systematization is a great virtue of mathematics, and if possible, the student has to learn this virtue, too. But then I mean the activity of systematizing, not its result. Its result is a system, a beautiful closed system, closed, with no entrance and no exit. In its highest perfection it can even be handled by a machine. But for what can be performed by machines, we need no humans. What humans have to learn is not mathematics as a closed system, but rather as an activity, the process of mathematizing reality and if possible even that of mathematizing mathematics..
P. Ernest. Why Learn Maths, London University Institute of Education, London, 1. To reproduce mathematical skill and knowledge based capability
The typical traditional reproductive mathematics curriculum has focused exclusively on this first aim, comprising a narrow reading of mathematical capability. At the highest level, not always realised, the learner learns to answer questions posed by the teacher or text. As is argued elsewhere (Ernest 1991) this serves not only to reproduce mathematical knowledge and skills in the learner, but to reproduce the social order and social injustice as well.
2. To develop creative capabilities in mathematics
The progressive mathematics teaching movement has added a second aim, to allow the learner to be creative and express herself in mathematics, via problem solving, investigational work, using a variety of representations, and so on. This allows the learner to pose mathematical questions, puzzles and problems, as well as to solve them. This notion adds the idea of creative personal development and the skills of mathematical questioning as a goal of schooling, but remains trapped in an individualistic ideology that fails to acknowledge the social and societal contexts of schooling, and thus tacitly endorses the social status quo.
3. To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics
Critical mathematics education adds in a third aim, the empowerment of the learner through the development of critical mathematical literacy capabilities and the critical appreciation of the mathematics embedded in social and political contexts. Thus the empowered learner will not only be able to pose and solve mathematical questions, but also be able to address important questions relating to the broad range of social uses (and abuses) of mathematics. This is a radical perspective and set of aims concerned with both the political and social empowerment of the learner and with the promotion of social justice, and which is realised in mainstream school education almost nowhere. However, the focus in the appreciation element developed in this perspective is on the external social contexts of mathematics. Admittedly these may include the history of mathematics and its past and present cultural contexts, but these do not represent any full treatment of mathematical appreciation.
4. To develop an inner appreciation of mathematics: its big ideas and nature
This fourth aim adds in further dimension of mathematical appreciation, namely the inner appreciation of mathematics, including the big ideas and nature of mathematics. The appreciation of mathematics as making a unique contribution to human culture with special concepts and a powerful aesthetic of its own, is an aim for school mathematics often neglected by mathematicians and users of mathematics alike. It is common for persons like these to emphasise capability at the expense of appreciation, and external applications at the expense of its inner nature and values. One mistake that may be made in this connection is the assumption that an inner appreciation of mathematics cannot be developed without capability. Thus, according to this assumption, the student cannot appreciate infinity, proof, catastrophe theory and chaos, for example, unless they have developed capability in these high level mathematical topics, which is out of the question at school. The fourth aim questions this assumption and suggests that an inner appreciation of mathematics is not only possible but desirable to some degree for all students at school..(2000)
L. Radford. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 1, page 143-145. Melbourne, Australia, University of Melbourne, (2005)