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Titlebook: Discourses on Algebra; Igor R. Shafarevich Textbook 2003 Springer-Verlag Berlin Heidelberg 2003 Prime.Prime number.algebra.binomial.intege

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发表于 2025-3-21 20:06:30 | 显示全部楼层 |阅读模式
书目名称Discourses on Algebra
编辑Igor R. Shafarevich
视频video
概述Elementary book by one of the most outstanding mathematicians of this century.Includes supplementary material:
丛书名称Universitext
图书封面Titlebook: Discourses on Algebra;  Igor R. Shafarevich Textbook 2003 Springer-Verlag Berlin Heidelberg 2003 Prime.Prime number.algebra.binomial.intege
描述I wish that algebra would be the Cinderella ofour story. In the math­ ematics program in schools, geometry has often been the favorite daugh­ ter. The amount of geometric knowledge studied in schools is approx­ imately equal to the level achieved in ancient Greece and summarized by Euclid in his Elements (third century B. C. ). For a long time, geom­ etry was taught according to Euclid; simplified variants have recently appeared. In spite of all the changes introduced in geometry cours­ es, geometry retains the influence of Euclid and the inclination of the grandiose scientific revolution that occurred in Greece. More than once I have met a person who said, "I didn‘t choose math as my profession, but I‘ll never forget the beauty of the elegant edifice built in geometry with its strict deduction of more and more complicated propositions, all beginning from the very simplest, most obvious statements!" Unfortunately, I have never heard a similar assessment concerning al­ gebra. Algebra courses in schools comprise a strange mixture of useful rules, logical judgments, and exercises in using aids such as tables of log­ arithms and pocket calculators. Such a course is closer in spirit to
出版日期Textbook 2003
关键词Prime; Prime number; algebra; binomial; integers; number theory; polynomials; sets
版次1
doihttps://doi.org/10.1007/978-3-642-56325-6
isbn_softcover978-3-540-42253-2
isbn_ebook978-3-642-56325-6Series ISSN 0172-5939 Series E-ISSN 2191-6675
issn_series 0172-5939
copyrightSpringer-Verlag Berlin Heidelberg 2003
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Capitalism in the United Statesements. A set is usually denoted by a capital letter (for example, .), and its elements by lower-case letters (for example, ., ...; α, β, ... ). If . is an element of the set ., then we write . ∈ ., and we say that . belongs to .. If . comprises the elements ., ..., ., then we write . = ., ..., ..
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Finite Sets,ements. A set is usually denoted by a capital letter (for example, .), and its elements by lower-case letters (for example, ., ...; α, β, ... ). If . is an element of the set ., then we write . ∈ ., and we say that . belongs to .. If . comprises the elements ., ..., ., then we write . = ., ..., ..
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Marking-out, hand sawıng and filing of this is the question, considered in Chap. 3, in which a finite set . is given and the . are the number of its subsets with . elements. If the generating function .(.) = a. + . + ... + . is introduced, then the value of . for the set . × . is expressed by the particularly simple formula .(.) = .(.).(.) (see formula (9) in Chap. 3).
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Textbook 2003statements!" Unfortunately, I have never heard a similar assessment concerning al­ gebra. Algebra courses in schools comprise a strange mixture of useful rules, logical judgments, and exercises in using aids such as tables of log­ arithms and pocket calculators. Such a course is closer in spirit to
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