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This volume contains short courses and recent papers by several specialists in different fields of Mathematical Analysis. It offers a wide perspective of the current state of research, and new trends, in areas related to Geometric Analysis, Harmonic Analysis, Complex Analysis, Functional Analysis and History of Mathematics. The contributions are presented with a remarkable expository nature and this makes the discussed topics accessible to a more general audience.
This volume comprises a collection of articles by leading researchers in mathematical analysis. It provides the reader with an extensive overview of new directions and advances in topics for current and future research in the field.
Authored by a ranking authority in Gaussian harmonic analysis, this book embodies a state-of-the-art entrée at the intersection of two important fields of research: harmonic analysis and probability. The book is intended for a very diverse audience, from graduate students all the way to researchers working in a broad spectrum of areas in analysis. Written with the graduate student in mind, it is assumed that the reader has familiarity with the basics of real analysis as well as with classical harmonic analysis, including Calderón-Zygmund theory; also some knowledge of basic orthogonal polynomials theory would be convenient. The monograph develops the main topics of classical harmonic analysis (semigroups, covering lemmas, maximal functions, Littlewood-Paley functions, spectral multipliers, fractional integrals and fractional derivatives, singular integrals) with respect to the Gaussian measure. The text provide an updated exposition, as self-contained as possible, of all the topics in Gaussian harmonic analysis that up to now are mostly scattered in research papers and sections of books; also an exhaustive bibliography for further reading. Each chapter ends with a section of notes and further results where connections between Gaussian harmonic analysis and other connected fields, points of view and alternative techniques are given. Mathematicians and researchers in several areas will find the breadth and depth of the treatment of the subject highly useful.
This revised and extended edition of a well-established monograph in function theory contains a study on various function classes on the disc, a number of new results and new or easy proofs of old but interesting theorems (for example, the Fefferman-Stein theorem on subharmonic behavior or the theorem on conjugate functions in Bergman spaces) and a full discussion on g-functions.
The ISAAC (International Society for Analysis, its Applications and Computation) Congress, which has been held every second year since 1997, covers the major progress in analysis, applications and computation in recent years. In this proceedings volume, plenary lectures highlight the recent research results, while 17 sessions organized by well-known specialists reflect the state of the art of important subfields. This volume concentrates on partial differential equations, function spaces, operator theory, integral transforms and equations, potential theory, complex analysis and generalizations, inverse problems, functional differential and difference equations and integrable systems.
An authorised reissue of the long out of print classic textbook, Advanced Calculus by the late Dr Lynn Loomis and Dr Shlomo Sternberg both of Harvard University has been a revered but hard to find textbook for the advanced calculus course for decades.This book is based on an honors course in advanced calculus that the authors gave in the 1960's. The foundational material, presented in the unstarred sections of Chapters 1 through 11, was normally covered, but different applications of this basic material were stressed from year to year, and the book therefore contains more material than was covered in any one year. It can accordingly be used (with omissions) as a text for a year's course in advanced calculus, or as a text for a three-semester introduction to analysis.The prerequisites are a good grounding in the calculus of one variable from a mathematically rigorous point of view, together with some acquaintance with linear algebra. The reader should be familiar with limit and continuity type arguments and have a certain amount of mathematical sophistication. As possible introductory texts, we mention Differential and Integral Calculus by R Courant, Calculus by T Apostol, Calculus by M Spivak, and Pure Mathematics by G Hardy. The reader should also have some experience with partial derivatives.In overall plan the book divides roughly into a first half which develops the calculus (principally the differential calculus) in the setting of normed vector spaces, and a second half which deals with the calculus of differentiable manifolds.
This book explores new trends and developments in mathematics education research related to proof and proving, the implications of these trends and developments for theory and practice, and directions for future research. With contributions from researchers working in twelve different countries, the book brings also an international perspective to the discussion and debate of the state of the art in this important area. The book is organized around the following four themes, which reflect the breadth of issues addressed in the book: • Theme 1: Epistemological issues related to proof and proving; • Theme 2: Classroom-based issues related to proof and proving; • Theme 3: Cognitive and curricular issues related to proof and proving; and • Theme 4: Issues related to the use of examples in proof and proving. Under each theme there are four main chapters and a concluding chapter offering a commentary on the theme overall.
More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.