Letters to a Young Mathematician
Ratings3
Average rating3.7
15
Ratings3
Average rating3.7
The first scientific entry in the acclaimed Art of Mentoring series from Basic Books, Letters to a Young Mathematician tells readers what Ian Stewart wishes he had known when he was a student and young faculty member. Subjects ranging from the philosophical to the practical -- what mathematics is and why it's worth doing, the relationship between logic and proof, the role of beauty in mathematical thinking, the future of mathematics, how to deal with the peculiarities of the mathematical community, and many others -- are dealt with in Stewart's much-admired style, which combines subtle, easygoing humor with a talent for cutting to the heart of the matter. In the tradition of G.H. Hardy's classic A Mathematician's Apology, this book is sure to be a perennial favorite with students at all levels, as well as with other readers who are curious about the frequently incomprehensible world of mathematics.
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This book presented in the form of a compilation of letters seeks to address the subject of mathematics, its difference from the school subject of arithmetic, role in everyday life, the career map, and how a student must approach this seemingly daunting subject. The to-be-freshman Meg writes to the author, a kin, asking him an array of questions that span the history of the subject, its application in the real-world, competition in the field, the correct attitude to wear while stuck in a pit of equations, numbers and Greek symbols. The author laments the way the subject is presented in schools, limiting the imagination and interest of students. Teaching arithmetic under the banner of ‘mathematics' only dampens the awe with which it should be greeted. The repetitive, boring nature of the problems in school books that result in ‘correct' or ‘incorrect' answers leads them to believe there is nothing more to mathematics than long pages of calculation with side calculations, more side calculations and a very messy last page. This makes the likelihood of anyone learning the subject abhor the thought of more Mathematics outside the syllabus, which is an issue not faced by other subjects like physics and economics.
‘Calling them [arithmetic] mathematics debases the currency of mathematical thought. It is a bit like using the term composing to describe routine exercises and playing musical scales' - Chapter 5 (Audible)
