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Number theory.

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This is a 2001 account of Algebraic Number Theory, a field which has grown to touch many other areas of pure mathematics. It is written primarily for beginning graduate students in pure mathematics, and encompasses everything that most such students are likely to need; others who need the material will also find it accessible. It assumes no prior knowledge of the subject, but a firm basis in the theory of field extensions at an undergraduate level is required, and an appendix covers other prerequisites. The book covers the two basic methods of approaching Algebraic Number Theory, using ideals and valuations, and includes material on the most usual kinds of algebraic number field, the functional equation of the zeta function and a substantial digression on the classical approach to Fermat's Last Theorem, as well as a comprehensive account of class field theory. Many exercises and an annotated reading list are also included.

Algebraic number theory. --- Number theory

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Support text for a first course in number theory features the use of algebraic methods for studying arithmetic functions. Subjects covered include the Erdos-Selberg proof of the Prime Number Theorem, an introduction to algebraic and geometric number theory& the former by studying Gaussian and Jacobian integers, the latter through geometric methods in proving the Quadratic Reciprocity Law and in proofs of certain asymptotic formulas for summatory functions.

Mathematical analysis --- Number theory.

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Mathematical recreations --- Number theory

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Number theory has been a perennial topic of inspiration and importance throughout the history of philosophy and mathematics. Despite this fact, surprisingly little attention has been given to research in learning and teaching number theory per se. This volume is an attempt to redress this matter and to serve as a launch point for further research in this area. Drawing on work from an international group of researchers in mathematics education, this volume is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Although there are differences in emphases in theory, method, and focus area, these studies are bound through similar constructivist orientations and qualitative approaches toward research into undergraduate students' and preservice teachers' subject content and pedagogical content knowledge. Collectively, these studies draw on a variety of cognitive, linguistic, and pedagogical frameworks that focus on various approaches to problem solving, communicating, representing, connecting, and reasoning with topics of elementary number theory, and these in turn have practical implications for the classroom. Learning styles and teaching strategies investigated involve number theoretical vocabulary, concepts, procedures, and proof strategies ranging from divisors, multiples, and divisibility rules, to various theorems involving division, factorization, partitions, and mathematical induction.

Number theory --- Number study --- Numbers, Theory of --- Algebra --- Study and teaching. --- Education.