LEADER 01245nam 2200373Ia 450 001 996397261403316 005 20200824132338.0 035 $a(CKB)4940000000060099 035 $a(EEBO)2248551463 035 $a(OCoLC)ocm18694688e 035 $a(OCoLC)18694688 035 $a(EXLCZ)994940000000060099 100 $a19881101d1660 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aEmblemes$b[electronic resource] /$fby Fra. Quarles 210 $aLondon $cPrinted for I. W. & F.E. & are to be sold by Robert Horne ...$d1660 215 $a[8], 311, [7], 321-381 p., [1] leaf of plates $cill 300 $aIn verse. 300 $aContains engraved illustrated t.p., with engraved frontispiece portrait of the author. 300 $a"Hieroglyphikes of the life of man" (p. [5], 321-381) has engraved allegorical t.p. 300 $aReproduction of original in the Huntington Library. 330 $aeebo-0113 606 $aEmblems 615 0$aEmblems. 700 $aQuarles$b Francis$f1592-1644.$0709603 701 2$aQuarles$b Francis$f1592-1644.$0709603 801 0$bEAI 801 1$bEAI 801 2$bWaOLN 906 $aBOOK 912 $a996397261403316 996 $aEmblemes$92302092 997 $aUNISA LEADER 04904nam 2200505Ia 450 001 9910786357403321 005 20240116181437.0 010 $a0-19-163737-8 010 $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 $aeng 200 10$aHow to study for a mathematics degree$fLara Alcock 210 $aOxford $cOxford University Press$d2012 215 $a1 online resource (289 p.) 300 $aDescription based upon print version of record. 311 0 $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 615 0$aMathematics$xStudy and teaching (Higher) 615 0$aMathematics$xVocational guidance. 676 $a510.711 700 $aAlcock$b Lara$01142078 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786357403321 996 $aHow to study for a mathematics degree$93843368 997 $aUNINA