Bøger i Undergraduate Texts in Mathematics serien

For Students Congratulations! You are about to take a course in mathematical proof. If you are nervous about the whole thing, this book is for you (if not, please read the second and third paragraphs in the introduction for professors following this, so you won't feel left out). The rumors are true; a first course in proof may be very hard because you will have to do three things that are probably new to you: 1. Read mathematics independently. 2. Understand proofs on your own. :1. Discover and write your own proofs. This book is all about what to do if this list is threatening because you "never read your calculus book" or "can't do proofs. " Here's the good news: you must be good at mathematics or you wouldn't have gotten this far. Here's the bad news: what worked before may not work this time. Success may lie in improving or discarding many habits that were good enough once but aren't now. Let's see how we've gotten to a point at which someone could dare to imply that you have bad habits. l The typical elementary and high school mathematics education in the United States tends to teach students to have ineffective learning habits, 1 In the first paragraph, yet. xiv Introduction and we blush to admit college can be just as bad.

In its most general form bifurcation theory is a theory of asymptotic solutions of nonlinear equations. By asymptotic solutions we mean, for example, steady solutions, time-periodic solutions, and quasi-periodic solutions. The purpose of this book is to teach the theory of bifurcation of asymptotic solutions of evolution problems governed by nonlinear differential equations. We have written this book for the broadest audience of potentially interested learners: engineers, biologists, chemists, physicists, mathematicians, economists, and others whose work involves understanding asymptotic solutions of nonlinear differential equations. To accomplish our aims, we have thought it necessary to make the analysis: (1) general enough to apply to the huge variety of applications which arise in science and technology; and (2) simple enough so that it can be understood by persons whose mathe- matical training does not extend beyond the classical methods of analysis which were popular in the nineteenth century. Of course, it is not possible to achieve generality and simplicity in a perfect union but, in fact, the general theory is simpler than the detailed theory required for particular applications. The general theory abstracts from the detailed problems only the essential features and provides the student with the skeleton on which detailed structures of the applications must rest. lt is generally believed that the mathematical theory of bifurcation requires some functional analysis and some ofthe methods of topology and dynamics.

Focusing Your Attention The purpose of this book is Cat least) twofold. First, we want to show you what mathematics is, what it is about, and how it is done-by those who do it successfully. We are, in fact, trying to give effect to what we call, in Section 9.3, our basic principle of mathematical instruction, asserting that "e;mathematics must be taught so that students comprehend how and why mathematics is qone by those who do it successfully./I However, our second purpose is quite as important. We want to attract you-and, through you, future readers-to mathematics. There is general agreement in the (so-called) civilized world that mathematics is important, but only a very small minority of those who make contact with mathematics in their early education would describe it as delightful. We want to correct the false impression of mathematics as a combination of skill and drudgery, and to re- inforce for our readers a picture of mathematics as an exciting, stimulating and engrossing activity; as a world of accessible ideas rather than a world of incomprehensible techniques; as an area of continued interest and investigation and not a set of procedures set in stone.

The original version of this book, handed out to my students in weekly in- stallments, had a certain rugged charm. Now that it is dressed up as a Springer UTM volume, I feel very much like Alfred Dolittle at Eliza's wedding. I hope the reader will still sense the presence of a young lecturer, enthusiastically urging his audience to enjoy linear algebra. The book is structured in various ways. For example, you will find a test in each chapter; you may consider the material up to the test as basic and the material following the test as supplemental. In principle, it should be possible to go from the test directly to the basic material of the next chapter. Since I had a mixed audience of mathematics and physics students, I tried to give each group some special attention, which in the book results in certain sections being marked* "e;for physicists"e; or "e;for mathematicians. "e; Another structural feature of the text is its division into laconic main text, put in boxes, and more talkative unboxed side text. If you follow just the main text, jumping from box to box, you will find that it makes coherent reading, a real "e;book within the book,"e; presenting all that I want to teach.

This self-contained textbook gives a thorough exposition of multivariable calculus. It can be viewed as a sequel to the one-variable calculus text, A Course in Calculus and Real Analysis, published in the same series. The emphasis is on correlating general concepts and results of multivariable calculus with their counterparts in one-variable calculus. For example, when the general definition of the volume of a solid is given using triple integrals, the authors explain why the shell and washer methods of one-variable calculus for computing the volume of a solid of revolution must give the same answer. Further, the book includes genuine analogues of basic results in one-variable calculus, such as the mean value theorem and the fundamental theorem of calculus.This book is distinguished from others on the subject: it examines topics not typically covered, such as monotonicity, bimonotonicity, and convexity, together with their relation to partial differentiation, cubature rules for approximate evaluation of double integrals, and conditional as well as unconditional convergence of double series and improper double integrals. Moreover, the emphasis is on a geometric approach to such basic notions as local extremum and saddle point.Each chapter contains detailed proofs of relevant results, along with numerous examples and a wide collection of exercises of varying degrees of difficulty, making the book useful to undergraduate and graduate students alike. There is also an informative section of "Notes and Comments¿¿ indicating some novel features of the treatment of topics in that chapter as well as references to relevant literature. The only prerequisite for this text is a course in one-variable calculus.

¿The theory is systematically developed by the axiomatic method that has, since von Neumann, dominated the general approach to linear functional analysis and that achieves here a high degree of lucidity and clarity. The presentation is never awkward or dry, as it sometimes is in other ¿modern¿ textbooks; it is as unconventional as one has come to expect from the author. The book contains about 350 well placed and instructive problems, which cover a considerable part of the subject. All in all this is an excellent work, of equally high value for both student and teacher.¿ Zentralblatt für Mathematik

The first course in Analysis, which follows calculus, along with other courses, such as differential equations and elementary linear algebra, in the curricu­ lum, presents special pedagogical challenges. There is a change of stress from computational manipulation to "proof. " Indeed, the course can become more a course in Logic than one in Analysis. Many students, caught short by a weak command of the means of mathematical discourse and unsure of what is expected of them, what "the game" is, suffer bouts of a kind of mental paralysis. This text attempts to address these problems in several ways: First, we have attempted to define "the game" as that of "inquiry," by using a form of exposition that begins with a question and proceeds to analyze, ultimately to answer it, bringing in definitions, arguments, conjectures, exam­ ples, etc. , as they arise naturally in the course of a narrative discussion of the question. (The true, historical narrative is too convoluted to serve for first explanations, so no attempt at historical accuracy has been made; our narra­ tives are completely contrived. ) Second, we have kept the logic informal, especially in the course of preliminary speculative discussions, where common sense and plausibility­ tempered by mild skepticism-serve to energize the inquiry.

There are three changes in the second edition. First, with the help of readers and colleagues-thanks to all-I have corrected typographical errors and made minor changes in substance and style. Second, I have added a fewmore Exercises,especially at the end ofChapter4.Third, I have appended a section on Differential Geometry, the essential mathematical tool in the study of two-dimensional structural shells and four-dimensional general relativity. JAMES G. SIMMONDS vii Preface to the First Edition When I was an undergraduate, working as a co-op student at North Ameri­ can Aviation, I tried to learn something about tensors. In the Aeronautical Engineering Department at MIT, I had just finished an introductory course in classical mechanics that so impressed me that to this day I cannot watch a plane in flight-especially in a turn-without imaging it bristling with vec­ tors. Near the end of the course the professor showed that, if an airplane is treated as a rigid body, there arises a mysterious collection of rather simple­ looking integrals called the components of the moment of inertia tensor.

Mathematics students generally meet the Riemann integral early in their undergraduate studies, then at advanced undergraduate or graduate level they receive a course on measure and integration dealing with the Lebesgue theory. However, those whose interests lie more in the direction of applied mathematics will in all probability find themselves needing to use the Lebesgue or Lebesgue-Stieltjes Integral without having the necessary theoretical background. It is to such readers that this book is addressed. The authors aim to introduce the Lebesgue-Stieltjes integral on the real line in a natural way as an extension of the Riemann integral. They have tried to make the treatment as practical as possible. The evaluation of Lebesgue-Stieltjes integrals is discussed in detail, as are the key theorems of integral calculus as well as the standard convergence theorems. The book then concludes with a brief discussion of multivariate integrals and surveys ok L^p spaces and some applications. Exercises, which extend and illustrate the theory, and provide practice in techniques, are included. Michael Carter and Bruce van Brunt are senior lecturers in mathematics at Massey University, Palmerston North, New Zealand. Michael Carter obtained his Ph.D. at Massey University in 1976. He has research interests in control theory and differential equations, and has many years of experience in teaching analysis. Bruce van Brunt obtained his D.Phil. at the University of Oxford in 1989. His research interests include differential geometry, differential equations, and analysis. His publications include