Introductory Analysis

An Inquiry Approach

By: John D. Ross, Kendall C. Richards

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Hardcover | 10 February 2020 | Edition Number 1

At a Glance

Hardcover
252 Pages

Dimensions(cm)
16.1 x 24.0 x 2.3

Hardcover

$336.75

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Introductory Analysis: An Inquiry Approach aims to provide a self-contained, inquiry-oriented approach to undergraduate-level real analysis.

The presentation of the material in the book is intended to be "inquiry-oriented'" in that as each major topic is discussed, details of the proofs are left to the student in a way that encourages an active approach to learning. The book is "self-contained" in two major ways: it includes scaffolding (i.e., brief guiding prompts marked as Key Steps in the Proof) for many of the theorems. Second, it includes preliminary material that introduces students to the fundamental framework of logical reasoning and proof-writing techniques. Students will be able to use the guiding prompts (and refer back to the preliminary work) to develop their proof-writing skills.

Features

Structured in such a way that approximately one week of class can be devoted to each chapter
Suitable as a primary text for undergraduates, or as a supplementary text for some postgraduate courses
Strikes a unique balance between enquiry-based learning and more traditional approaches to teaching

Industry Reviews

"Analysis has the potential to be one of the most enjoyable and challenging courses in the undergraduate curriculum. Taught poorly, it can devastate a student. Taught well, it can launch a student into a life-long love of theoretical mathematics. Introductory Analysis: An Inquiry Approach makes the latter both possible and probable. The authors strike the delicate balance between breadth and depth. They cover sufficiently many topics to satisfy any instructor, while delivering the material in such a way as to be amenable to an active- or inquiry-based learning pedagogy. The book could serve as either one or two semesters of undergraduate analysis and would be equally appropriate at either regional or research institutions. I commend the authors on this rich delivery and look forward to experimenting with the material myself."

-W. Ted Mahavier, Professor of Mathematics at Lamar University and Managing Editor for The Journal of Inquiry-Based Learning in Mathematics

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