LEADER 04962nam 2200517Ia 450 001 9910462168003321 005 20200520144314.0 010 $a1-283-71345-4 010 $a0-19-163736-X 035 $a(CKB)2670000000276044 035 $a(EBL)1073506 035 $a(MiAaPQ)EBC1073506 035 $a(Au-PeEL)EBL1073506 035 $a(CaPaEBR)ebr10615767 035 $a(CaONFJC)MIL402595 035 $a(OCoLC)818851547 035 $a(EXLCZ)992670000000276044 100 $a20120709d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 10$aHow to study for a mathematics degree$b[electronic resource] /$fLara Alcock 210 $aOxford $cOxford University Press$d2012 215 $a1 online resource (289 p.) 300 $aDescription based upon print version of record. 311 $a0-19-966132-4 327 $aCover; Contents; Symbols; Introduction; Part 1 Mathematics; 1 Calculation Procedures; 1.1 Calculation at school and at university; 1.2 Decisions about and within procedures; 1.3 Learning from few (or no) examples; 1.4 Generating your own exercises; 1.5 Writing out calculations; 1.6 Checking for errors; 1.7 Mathematics is not just procedures; 2 Abstract Objects; 2.1 Numbers as abstract objects; 2.2 Functions as abstract objects; 2.3 What kind of object is that, really?; 2.4 Objects as the results of procedures; 2.5 Hierarchical organization of objects; 2.6 Turning processes into objects 327 $a2.7 New objects: relations and binary operations2.8 New objects: symmetries; 3 Definitions; 3.1 Axioms, definitions and theorems; 3.2 What are axioms?; 3.3 What are definitions?; 3.4 What are theorems?; 3.5 Understanding definitions: even numbers; 3.6 Understanding definitions: increasing functions; 3.7 Understanding definitions: commutativity; 3.8 Understanding definitions: open sets; 3.9 Understanding definitions: limits; 3.10 Definitions and intuition; 4 Theorems; 4.1 Theorems and logical necessity; 4.2 A simple theorem about integers; 4.3 A theorem about functions and derivatives 327 $a4.4 A theorem with less familiar objects4.5 Logical language: 'if '; 4.6 Logical language: everyday uses of 'if '; 4.7 Logical language: quantifiers; 4.8 Logical language: multiple quantifiers; 4.9 Theorem rephrasing; 4.10 Understanding: logical form and meaning; 5 Proof; 5.1 Proofs in school mathematics; 5.2 Proving that a definition is satisfied; 5.3 Proving general statements; 5.4 Proving general theorems using definitions; 5.5 Definitions and other representations; 5.6 Proofs, logical deductions and objects; 5.7 Proving obvious things 327 $a5.8 Believing counterintuitive things: the harmonic series5.9 Believing counterintuitive things: Earth and rope; 5.10 Will my whole degree be proofs?; 6 Proof Types and Tricks; 6.1 General proving strategies; 6.2 Direct proof; 6.3 Proof by contradiction; 6.4 Proof by induction; 6.5 Uniqueness proofs; 6.6 Adding and subtracting the same thing; 6.7 Trying things out; 6.8 'I would never have thought of that'; 7 Reading Mathematics; 7.1 Independent reading; 7.2 Reading your lecture notes; 7.3 Reading for understanding; 7.4 Reading for synthesis; 7.5 Using summaries for revision 327 $a7.6 Reading for memory7.7 Using diagrams for memory; 7.8 Reading proofs for memory; 8 Writing Mathematics; 8.1 Recognizing good writing; 8.2 Why should a student write well?; 8.3 Writing a clear argument; 8.4 Using notation correctly; 8.5 Arrows and brackets; 8.6 Exceptions and mistakes; 8.7 Separating out the task of writing; Part 2 Study Skills; 9 Lectures; 9.1 What are lectures like?; 9.2 What are lecturers like?; 9.3 Making lectures work for you; 9.4 Tackling common problems; 9.5 Learning in lectures; 9.6 Courtesy in lectures; 9.7 Feedback on lectures; 10 Other People 327 $a10.1 Lecturers as teachers 330 $aEvery year, thousands of students go to university to study mathematics (single honours or combined with another subject). Many of these students are extremely intelligent and hardworking, but even the best will, at some point, struggle with the demands of making the transition to advanced mathematics. Some have difficulty adjusting to independent study and to learning from lectures. Other struggles, however, are more fundamental: the mathematics shifts in focus from calculation toproof, so students are expected to interact with it in different ways. These changes need not be mysterious - math 606 $aMathematics$xStudy and teaching (Higher) 606 $aMathematics$xVocational guidance 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching (Higher) 615 0$aMathematics$xVocational guidance. 676 $a510.711 700 $aAlcock$b Lara$0945968 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462168003321 996 $aHow to study for a mathematics degree$92136900 997 $aUNINA LEADER 01779nam 22005654a 450 001 9910455661403321 005 20200520144314.0 010 $a1-280-08489-8 010 $a9786610084890 010 $a1-4175-0405-6 035 $a(CKB)111098478193334 035 $a(SSID)ssj0000086475 035 $a(PQKBManifestationID)11112458 035 $a(PQKBTitleCode)TC0000086475 035 $a(PQKBWorkID)10030838 035 $a(PQKB)10795071 035 $a(MiAaPQ)EBC3050673 035 $a(Au-PeEL)EBL3050673 035 $a(CaPaEBR)ebr10053620 035 $a(CaONFJC)MIL8489 035 $a(OCoLC)232190126 035 $a(EXLCZ)99111098478193334 100 $a20030501d2003 uf 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEcuador$b[electronic resource] $ean economic and social agenda in the new millennium /$feditors, Vicente Fretes-Cibils, Marcelo M. Giugale, Jose? Roberto Lo?pez-Ca?lix 210 $aWashington, DC $cWorld Bank$dc2003 215 $alxvii, 546 p. $cill., maps 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-8213-5545-7 320 $aIncludes bibliographical references (p. 535-546). 607 $aEcuador$xEconomic policy 607 $aEcuador$xEconomic conditions$y1972- 607 $aEcuador$xSocial policy 607 $aEcuador$xSocial conditions 608 $aElectronic books. 676 $a330.9866 701 $aFretes Cibils$b Vicente$f1954-$0942173 701 $aGiugale$b Marcelo$0148140 701 $aLo?pez$b Jose? Roberto$0942174 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455661403321 996 $aEcuador$92125832 997 $aUNINA