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enIntegral Geometry from Buffon to Geometers of Today
http://www.maa.org/press/maa-reviews/integral-geometry-from-buffon-to-geometers-of-today
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/IntegralGeometry.jpg" width="99" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/14/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Having just finished reading <i>Integral geometry from Buffon to geometers of today</i> by Rémi Langevin, I look up and see a pen lying crosswise on the hardwood floor of my living room. The image is appropriate, for the subject of integral geometry originated in Buffon’s Needle problem. In the late 18th century, Buffon proved that the probability that a “random” line segment of length \(1\) in the plane has probability \(2/\pi\) of intersecting a horizontal line of integral height.</p></div></div></div>Episodes in the Mathematics of Medieval Islam
http://www.maa.org/press/maa-reviews/episodes-in-the-mathematics-of-medieval-islam-0
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/episMathMedIslam.jpg" width="94" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/17/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>See our <a href="http://www.maa.org/press/maa-reviews/episodes-in-the-mathematics-of-medieval-islam">review of the first edition</a>. This second edition comes some thirty years after the first, so that its first goal is to incorporate much of the recent research on the subject. This is visible, for example, in updated bibliographies at the end of each chapter. Another major sign is the disappearance from the book of the “House of Wisdom”, reflecting the new scholarly consensus that it was much less significant than originally thought.</p></div></div></div>Basic Algebraic Topology and Its Applications
http://www.maa.org/press/maa-reviews/basic-algebraic-topology-and-its-applications
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/BasicAlgAdhikari.jpg" width="96" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/15/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Given its chronological and evolutionary trajectory, algebraic topology is arguably the twentieth century’s most emblematic mathematical subject (well, perhaps algebraic geometry is a competitor for the title).</p></div></div></div>Graph Theory: Favorite Conjectures and Open Problems - 1
http://www.maa.org/press/maa-reviews/graph-theory-favorite-conjectures-and-open-problems-1
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/GraphThyGera.jpg" width="95" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/14/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>The title is accurate. This is a collection of 16 independent papers by 17 authors. Each of these chapters is self-contained and can be understood by readers with no more than an undergraduate class in graph theory.</p></div></div></div>Bayesian Methods in the Search for MH370
http://www.maa.org/press/maa-reviews/bayesian-methods-in-the-search-for-mh370
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/BayesianMethMH370.jpg" width="94" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/14/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>MH370 was a flight of Malaysian Airlines that on 07 March 2014 disappeared en route from Kuala Lumpur to Beijing. Air traffic controllers lost radio contact with the aircraft half an hour into the flight, and it appeared from military radar data that the aircraft changed course and flew southwest and then northwest for several hours before disappearing from radar, presumably falling into south Indian Ocean when its fuel ran out.</p></div></div></div>Cool Math for Hot Music
http://www.maa.org/press/maa-reviews/cool-math-for-hot-music
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/CoolMathHotMusic.jpg" width="95" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/14/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>This textbook in mathematics for music theorists introduces topics such as sets and functions, algebraic structures including groups, rings, matrices and modules, and more. The book includes many illustrations, online sample music files, and exercises with solutions. In the layout of the earliest chapters, these helpful and often full-color illustrations routinely drifted unhelpfully several pages from their mention. Later, and in the majority of the book, there is evident much greater care in layout.</p></div></div></div>Teaching and Learning About Whole Numbers in Primary School
http://www.maa.org/press/maa-reviews/teaching-and-learning-about-whole-numbers-in-primary-school
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/TeachWholeNumbersNunes.jpg" width="95" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/17/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><em>Teaching and Learning about Whole Numbers in Primary School</em>, a topical study from ICME-13, focuses on how children are taught and learn about whole numbers by examining two meanings of whole numbers. First is the analytical meaning, which is defined by the standard number system students are exposed to in elementary school. Second is the representational meaning, the use of whole numbers as quantities.</p></div></div></div>Empirical Research in Statistics Education
http://www.maa.org/press/maa-reviews/empirical-research-in-statistics-education
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/EmpResearchStats.jpg" width="93" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/17/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>The 13th International Congress on Mathematical Education took place in July of 2016 in Hamburg, Germany. The booklet under review was one of many prepared for participants at the meeting.</p>
<p>The advertised purpose of the booklets was to update readers on recent developments in mathematics education. The booklet at hand attempts to do this in 28 pages, and proceeds with ruthless efficiency. There is considerable reliance on (cited) past review articles, with the happy result that more recent work is described in some detail, and in language accessible to one outside the field.</p></div></div></div>Vizualizing Mathematics with 3D Printing
http://www.maa.org/press/maa-reviews/vizualizing-mathematics-with-3d-printing
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/VizualizingMath.jpg" width="96" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/9/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>To quote Rod Serling, “You unlock this door with the key of imagination. Beyond it is another dimension…” Such is the case with Henry Segerman’s new book: it is a portal into a new mathematical world. The book focuses on visualizing key mathematical concepts in topology and geometry: symmetry (Chapter 1), polyhedra (Chapter 2), 4D space (Chapter 3), tilings and curvature (Chapter 4), knots (Chapter 5), surfaces (Chapter 6), and a brief introduction to his favorite prints, which include some fun fractals, Hilbert curves, and puzzles (Chapter 7).</p></div></div></div>The Tools of Mathematical Reasoning
http://www.maa.org/press/maa-reviews/the-tools-of-mathematical-reasoning
<div class="field field-name-field-cover-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.maa.org/sites/default/files/ToolsMathReason.jpg" width="98" height="140" alt="" /></div></div></div><div class="field field-name-field-review-date field-type-datetime field-label-inline clearfix"><div class="field-label">Review Date: </div><div class="field-items"><div class="field-item even"><span class="date-display-single">02/2/2017</span></div></div></div><div class="field field-name-field-maa-review field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Newly arrived to the world of print is Tamara Lakins’ <em>The Tools of Mathematical Reasoning</em>. This text is intended for the sophomore-level student who is first learning to write proofs. Books of this sort come in two basic flavors: those meant to complement another source, such as the book I reviewed <a href="http://www.maa.org/press/maa-reviews/how-to-think-like-a-mathematician-a-companion-to-undergraduate-mathematics">here</a> several years ago, and those meant as the primary source for a course. This is of the primary textbook variety.</p></div></div></div>