03553nmm a2200373 u 4500001001200000003002700012005001700039007002400056008004100080020001800121100002300139245011700162250001700279260004700296300003300343505094100376653002401317653002801341653003501369653002601404653003601430653003201466653002701498653003601525653002701561653001301588700003101601710003401632041001901666989003801685856007201723082000801795520137601803EB000617933EBX0100000000000000047101500000000000000.0cr|||||||||||||||||||||140122 ||| eng a97814612000791 aGiaquinta, Mariano00aMathematical AnalysishElektronische RessourcebFunctions of One Variablecby Mariano Giaquinta, Giuseppe Modica a1st ed. 2003 aBoston, MAbBirkhäuser Bostonc2003, 2003 aXIII, 353 pbonline resource0 aa Description -- 1.2 The Cartesian Plane -- 1.3 Elementary Functions -- 1.4 Remarks on Common Language and the Language of Mathematics -- 1.5 Exercises -- 2. Limits and Continuity -- 2.1 Limits -- 2.2. Continuous Functions -- 2.3. Continuous functions on an interval -- 2.4 Weierstrass’s Theorem -- 2.5 Summing Up -- 2.6 Exercises -- 3. The Fundamental Ideas of the Differential and Integral Calculus -- 3.1 Differential Calculus -- 3.2 Integral Calculus -- 3.3 The Fundamental Theorem of Calculus -- 3.4 Calculus: Some Historical Remarks -- 3.5 Summing Up -- 3.6 Exercises -- 4. The Calculus of Derivatives and of Integrals -- 4.1 Computation of Derivatives -- 4.2 Integrals and Primitives -- 4.3 A Definition of the Trigonometric, Logarithmic and Exponential Functions -- 4.4 Some Differential Equations -- 4.5 Generalized Integrals -- 4.6 Summing Up -- 4.7 Exercises -- 5. Further Developments in Calculus -- 5.1 Taylor’s Formula aApplied mathematics aEngineering mathematics aFunctions of complex variables aMathematical analysis aOrdinary Differential Equations aApplications of Mathematics aAnalysis (Mathematics) aFunctions of a Complex Variable aDifferential equations aAnalysis1 aModica, Giuseppee[author]2 aSpringerLink (Online service)07aeng2ISO 639-2 bSBAaSpringer Book Archives -2004 uhttps://doi.org/10.1007/978-1-4612-0007-9?nosfx=yxVerlag3Volltext0 a515 aFor more than two thousand years some familiarity with mathematics has been regarded as an indispensable part of the intellectual equipment of every cultured person. Today the traditional place of mathematics in education is in grave danger. Unfortunately, professional representatives of mathematics share in the reponsibiIity. The teaching of mathematics has sometimes degen erated into empty drill in problem solving, which may develop formal ability but does not lead to real understanding or to greater intellectual indepen dence. Mathematical research has shown a tendency toward overspecialization and over-emphasis on abstraction. Applications and connections with other fields have been neglected . . . But . . . understanding of mathematics cannot be transmitted by painless entertainment any more than education in music can be brought by the most brilliant journalism to those who never have lis tened intensively. Actual contact with the content of living mathematics is necessary. Nevertheless technicalities and detours should be avoided, and the presentation of mathematics should be just as free from emphasis on routine as from forbidding dogmatism which refuses to disclose motive or goal and which is an unfair obstacle to honest effort. (From the preface to the first edition of What is Mathematics? by Richard Courant and Herbert Robbins, 1941