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Record Nr. |
UNINA9910791822203321 |
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Titolo |
Advances in mathematics research [[electronic resource] ] . Volume 8 / / Albert R. Baswell, editor |
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Pubbl/distr/stampa |
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Hauppauge, NY, : Nova Science Publishers Inc., c2009 |
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ISBN |
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Descrizione fisica |
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1 online resource (382 p.) |
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Collana |
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Advances in mathematics research ; ; 8 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Mathematics |
Mathematics - Research |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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2. |
Record Nr. |
UNINA9910794329203321 |
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Autore |
Neuman Yair <1968-> |
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Titolo |
Conceptual mathematics and literature : toward a deep reading of texts and minds / / by Yair Neuman |
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Pubbl/distr/stampa |
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Leiden, The Netherlands ; ; Boston : , : Brill, , [2021] |
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©2021 |
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ISBN |
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Descrizione fisica |
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1 online resource (xi, 175 pages) : illustrations |
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Collana |
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Studies in mathematics in the arts and humanities ; ; Volume 2 |
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Disciplina |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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"When as young children we first start to read, we enjoy the experience in the most basic and intuitive sense. We are moved by The Last of the Mohicans (Cooper, 1826/ 1986), fascinated by The Jungle Book (Kipling, 2013) and thrilled by The Hound of the Baskervilles (Doyle, 2016). No difficulty is evident, at least from our perspective as naive readers. However, when we grow up and are socialized as reflective individuals, our old new friend, the text, appears in a new light. It becomes an object that requires interpretation, explanation and understanding. Our trust in the text as naive readers may be replaced with deep suspicion or a distant analytical stance. The text might become an object of conspiracy (for example, if we read Fenimore Cooper as representing a colonialist perspective) or of analytical observation (for example, if we analyze it similarly to a mathematical riddle or a frog in a biology lesson). In both cases, the aesthetic experience is lost with our cherished childish enchantment"-- |
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