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AMS Member Price:  $51.75 
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AMS Member Price:  $108.00 $82.13 
Hardcover ISBN:  9781470453022 
Product Code:  TEXT/56 
List Price:  $75.00 
MAA Member Price:  $56.25 
AMS Member Price:  $56.25 
eBook ISBN:  9781470453039 
Product Code:  TEXT/56.E 
List Price:  $69.00 
MAA Member Price:  $51.75 
AMS Member Price:  $51.75 
Hardcover ISBN:  9781470453022 
eBook ISBN:  9781470453039 
Product Code:  TEXT/56.B 
List Price:  $144.00 $109.50 
MAA Member Price:  $108.00 $82.13 
AMS Member Price:  $108.00 $82.13 

Book DetailsAMS/MAA TextbooksVolume: 56; 2012; 252 pp
A Bridge to Abstract Mathematics will prepare the mathematical novice to explore the universe of abstract mathematics. Mathematics is a science that concerns theorems that must be proved within the constraints of a logical system of axioms and definitions rather than theories that must be tested, revised, and retested. Readers will learn how to read mathematics beyond popular computational calculus courses. Moreover, readers will learn how to construct their own proofs. The book is intended as the primary text for an introductory course in proving theorems, as well as for selfstudy or as a reference. Throughout the text, some pieces (usually proofs) are left as exercises. Part V gives hints to help students find good approaches to the exercises. Part I introduces the language of mathematics and the methods of proof. The mathematical content of Parts II through IV were chosen so as not to seriously overlap the standard mathematics major. In Part II, students study sets, functions, equivalence and order relations, and cardinality. Part III concerns algebra. The goal is to prove that the real numbers form the unique, up to isomorphism, ordered field with the least upper bound. In the process, we construct the real numbers starting with the natural numbers. Students will be prepared for an abstract linear algebra or modern algebra course. Part IV studies analysis. Continuity and differentiation are considered in the context of time scales (nonempty, closed subsets of the real numbers). Students will be prepared for advanced calculus and general topology courses. There is a lot of room for instructors to skip and choose topics from among those that are presented.

Table of Contents

Chapters

I. The axiomatic method

II. Set theory

III. Number systems

IV. Time scales

V. Hints


Additional Material

Reviews

For a variety of reasons, over the past 30 years or so, "bridge" or "transition" courses have become staples in the undergraduate mathematics curriculum. The purpose of these courses, broadly speaking, is to introduce students to abstract and rigorous mathematical thinking, at a level appropriate to their learning, to make conjectures and construct proofsthings they do not usually see in calculus at present. This work by ObersteVorth (Indiana State), Mouzakitis (Second Junior High School of Corfu, Greece), and Lawrence (Marshall Univ.) has evolved from courses taught at the University of South Florida and Marshall University and is worthy of consideration. Coverage includes standard ideas involving set, functions, relations, and cardinality as well as mathematical statements and logic and types of proof. Building on these early notions, an instructor can then choose to go in the direction of number systems (including construction of the reals from the rationals) with an algebraic flavor or toward analysis (here, including time scales and continuity). The analysis direction is perhaps the rockier road to travel. Given the purpose and the audience, the exposition is commendably open and not terse. The book includes scores of exercises scattered throughout, with many endofchapter supplemental exercises.
D. Robbins, CHOICE 
To begin the process of being able to write and understand proofs it is necessary for the student to go back a few squares on the mathematical board game and learn the rigorous definitions of concepts such as the structure of mathematical statements, set theory and the underlying structural definitions of the basic number systems. Knowing these concepts very well gives the student the foundation for entering the proof realm and it helps to overturn their complacent belief of understanding. This book is designed to give the reader that understanding and the mission is a success. The authors provide detailed explanations of the foundations of mathematics needed to work comfortably with proofs, both operationally and theoretically. It would be an excellent choice for a freshman/sophomore level course in the foundations of mathematics designed to prepare students for the rigors of proofs that they will experience in their later years.
Charles Ashbacher, Journal of Recreational Mathematics


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A Bridge to Abstract Mathematics will prepare the mathematical novice to explore the universe of abstract mathematics. Mathematics is a science that concerns theorems that must be proved within the constraints of a logical system of axioms and definitions rather than theories that must be tested, revised, and retested. Readers will learn how to read mathematics beyond popular computational calculus courses. Moreover, readers will learn how to construct their own proofs. The book is intended as the primary text for an introductory course in proving theorems, as well as for selfstudy or as a reference. Throughout the text, some pieces (usually proofs) are left as exercises. Part V gives hints to help students find good approaches to the exercises. Part I introduces the language of mathematics and the methods of proof. The mathematical content of Parts II through IV were chosen so as not to seriously overlap the standard mathematics major. In Part II, students study sets, functions, equivalence and order relations, and cardinality. Part III concerns algebra. The goal is to prove that the real numbers form the unique, up to isomorphism, ordered field with the least upper bound. In the process, we construct the real numbers starting with the natural numbers. Students will be prepared for an abstract linear algebra or modern algebra course. Part IV studies analysis. Continuity and differentiation are considered in the context of time scales (nonempty, closed subsets of the real numbers). Students will be prepared for advanced calculus and general topology courses. There is a lot of room for instructors to skip and choose topics from among those that are presented.

Chapters

I. The axiomatic method

II. Set theory

III. Number systems

IV. Time scales

V. Hints

For a variety of reasons, over the past 30 years or so, "bridge" or "transition" courses have become staples in the undergraduate mathematics curriculum. The purpose of these courses, broadly speaking, is to introduce students to abstract and rigorous mathematical thinking, at a level appropriate to their learning, to make conjectures and construct proofsthings they do not usually see in calculus at present. This work by ObersteVorth (Indiana State), Mouzakitis (Second Junior High School of Corfu, Greece), and Lawrence (Marshall Univ.) has evolved from courses taught at the University of South Florida and Marshall University and is worthy of consideration. Coverage includes standard ideas involving set, functions, relations, and cardinality as well as mathematical statements and logic and types of proof. Building on these early notions, an instructor can then choose to go in the direction of number systems (including construction of the reals from the rationals) with an algebraic flavor or toward analysis (here, including time scales and continuity). The analysis direction is perhaps the rockier road to travel. Given the purpose and the audience, the exposition is commendably open and not terse. The book includes scores of exercises scattered throughout, with many endofchapter supplemental exercises.
D. Robbins, CHOICE 
To begin the process of being able to write and understand proofs it is necessary for the student to go back a few squares on the mathematical board game and learn the rigorous definitions of concepts such as the structure of mathematical statements, set theory and the underlying structural definitions of the basic number systems. Knowing these concepts very well gives the student the foundation for entering the proof realm and it helps to overturn their complacent belief of understanding. This book is designed to give the reader that understanding and the mission is a success. The authors provide detailed explanations of the foundations of mathematics needed to work comfortably with proofs, both operationally and theoretically. It would be an excellent choice for a freshman/sophomore level course in the foundations of mathematics designed to prepare students for the rigors of proofs that they will experience in their later years.
Charles Ashbacher, Journal of Recreational Mathematics