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Applied Mathematics

An Intellectual Orientation

  • Book
  • © 1978

Overview

Authors:
  1. Francis J. Murray

    1. Duke University, Durham, USA

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Part of the book series: Mathematical Concepts and Methods in Science and Engineering (MCSENG, volume 12)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Introduction

    • Francis J. Murray
    Pages 1-10

  3. Simulations

    • Francis J. Murray
    Pages 11-46

  4. Understanding and Mathematics

    • Francis J. Murray
    Pages 47-69

  5. Ancient Mathematics

    • Francis J. Murray
    Pages 71-100

  6. Transition and Developments

    • Francis J. Murray
    Pages 101-128

  7. Natural Philosophy

    • Francis J. Murray
    Pages 129-164

  8. Energy

    • Francis J. Murray
    Pages 165-195

  9. Probability

    • Francis J. Murray
    Pages 197-213

  10. The Paradox

    • Francis J. Murray
    Pages 215-221

  11. Back Matter

    Pages 223-225
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Keywords

About this book

The primary objective of the course presented here is orientation for those interested in applying mathematics, but the course should also be of value or in using math­ to those interested in mathematical research and teaching ematics in some other professional context. The course should be suitable for college seniors and graduate students, as well as for college juniors who have had mathematics beyond the basic calculus sequence. Maturity is more significant than any formal prerequisite. The presentation involves a number of topics that are significant for applied mathematics but that normally do not appear in the curriculum or are depicted from an entirely different point of view. These topics include engineering simulations, the experience patterns of the exact sciences, the conceptual nature of pure mathematics and its relation to applied mathe­ matics, the historical development of mathematics, the associated conceptual aspects of the exact sciences, and the metaphysical implications of mathe­ matical scientific theories. We will associate topics in mathematics with areas of application. This presentation corresponds to a certain logical structure. But there is an enormous wealth of intellectual development available, and this permits considerable flexibility for the instructor in curricula and emphasis. The prime objective is to encourage the student to contact and utilize this rich heritage. Thus, the student's activity is critical, and it is also critical that this activity be precisely formulated and communicated.

Authors and Affiliations

  • Duke University, Durham, USA

    Francis J. Murray

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