By Steven G. Krantz

This publication is ready the idea that of mathematical adulthood. Mathematical adulthood is significant to a arithmetic schooling. The aim of a arithmetic schooling is to remodel the scholar from anyone who treats mathematical principles empirically and intuitively to a person who treats mathematical rules analytically and will regulate and control them effectively.

Put extra without delay, a mathematically mature individual is person who can learn, examine, and assessment proofs. And, most importantly, he/she is person who can create proofs. For this can be what glossy arithmetic is all approximately: bobbing up with new principles and validating them with proofs.

The e-book presents history, facts, and research for knowing the concept that of mathematical adulthood. It turns the belief of mathematical adulthood from a subject matter for coffee-room dialog to a subject matter for research and severe consideration.

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**Extra resources for A Mathematician Comes of Age**

**Sample text**

This is beautfully stated, and certainly summarizes the experience that many of us have had with the mathematical life. The social nature of mathematics is of pre-eminent importance, both for the functioning of the subject and for the mental health of its participants. It is a group effort. And, if one is going to master mathematics, then one needs to have a clear idea of what its tools are. Let us conclude this section with an example of mathematical maturity that comes from the highest level.

The paper [CAR], which won its author the Abel Prize, contains some slips—even on the first page! Professional mathematicians are accustomed to the notion that anything that they read will contain errors. And, as a survival mechanism, they develop automatic “error detection” techniques which help them to correct those errors on the fly so that they may understand what they are reading (or hearing) and forge ahead. This is an aspect of mathematical maturity, and one that readily distinguishes the accomplished mathematician from the tyro.

Folland for bringing this last example to my attention. J. E. Littlewood (1887–1977) points out in [LIT] that questions involving large numbers can be grist for the development of mathematical insight. For example, imagine examing a page of a large, fine-print encyclopedia with 100 lines per page. One’s goal is to close one’s eyes and draw a line or curve from the top of the page to the bottom. What is the likelihood that this line passes always through the spaces between words, and never through the middle of a word?