The Mathematician Sophus Lie

Stubhaug, Arild

doi:10.1007/978-3-662-04386-8

Cited by 30 publications

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“…They supported one another, published together, and maintained an intensive mathematical correspondence. Klein, moreover, went out his way to promote Lie's career (see Rowe 1989;Stubhaug 2002). Even though they came to disagree over certain matters later in life, Klein took these differences in stride and, in 1897, even endorsed Lie's candidacy to receive the inaugural Lobatschewski Prize (see Klein, GMA 1923).…”

Section: The Characteristics Of Klein's Methodsmentioning

confidence: 99%

Felix Klein—Mathematician, Academic Organizer, Educational Reformer

Tobies

2018

The Legacy of Felix Klein

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Having been a full professor at the University of Erlangen, the Technical University in Munich, and the University of Leipzig, Klein joined the University of Göttingen in 1886. He had gained international recognition with his significant achievements in the fields of geometry, algebra, and the theory of functions. On this basis, he was able to create a center for mathematical and scientific research in Göttingen. This brief biographical note will demonstrate that Felix Klein was far ahead of his time in supporting all avenues of mathematics, its applications, and instruction. It will be showed that the establishment of new lectures, professorships, institutes, and curricula went hand in hand with the creation of new examination requirements for prospective secondary school teachers. Felix Klein's reform of mathematical instruction included all educational institutions from kindergarten onward. He became the first president of the International Commission on Mathematical Instruction in 1908 at the Fourth International Congress of Mathematicians in Rome.

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Section: The Characteristics Of Klein's Methodsmentioning

confidence: 99%

Felix Klein—Mathematician, Academic Organizer, Educational Reformer

Tobies

2018

The Legacy of Felix Klein

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“…Numa carta escrita em 1893 a seu amigo Bjornson, Lie diz: "Sem a fantasia, nunca se tornaria um matemático, e o que me deu um lugar entre os matemáticos de nossos dias, apesar da minha falta de conhecimento e forma, foi a audácia do meu pensamento". [8] A questão básica é a relação de diferentes formas de conhecimento, como relacionar Matemática e Artes. Isso precisa de algumas perguntas preliminares: o que é conhecimento?…”

Section: Sobre Ficção Fantasia E Motivaçãounclassified

Sobre Las Propuestas Curriculares Stem ( Science, Technology, Engineering, Mathematics) Y Steam (Science, Technology, Engineering, Arts, Mathematics) Y El Programa De Etnomatemática

D’Ambrósio

2020

PARADIGMA

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En este ensayo, se realizan reflexiones sobre los movimientos STEM y STEAM, desde laperspectiva de la Etnomatemática. En prime r lugar, el asunto se ubica en el contexto de laurgencia que está experimentando la humanidad, debido a la aparición de un nuevo viruscorona que generó el COVID 19, que ha propiciado la pandemia que el mundo ha sufridodesde fines de 2019 y que para el m omento de la aparición de este número de la RevistaParadigma (junio de 2020) ha causado cientos de miles de muertes en casi todos los países.Posteriormente, se ofrece una visión crítica del movimiento STEM que generó la propuestaSTEAM, que difiere de ST EM al incluir la A de Artes. Con respecto a este cambio, el autor delensayo, desde la Filosofía de las Matemáticas, se pregunta si hay un lugar para la ficción y lafantasía en las Matemáticas, que son esenciales en las Artes. Para responder esto se neces itanalgunas preguntas preliminares: ¿qué es el conocimiento? ¿Cómo se genera ¿cómo estáorganizado? ¿Cómo se comparte y se transmite? que el autor responde desde el Programa deEtnomatemáticas y plantea su perspectiva personal para introducir el concepto de STEAM.Palabras clave: Historia de la matemática. Filosofía de la matemática. Dinámica de losencuentros culturales.Sobre as propostas curriculares STEM e STEAM e o Programa EtnomatemáticaResumoNeste ensaio são realizadas reflexões sobre os moviment os STEM e STEAM, na perspectivada Etnomatemática. Em primeiro lugar é posicionado o assunto no contexto da urgência queestá vivendo a Humanidade toda pelo aparecimento de um novo corona vírus gerador daCOVID 19 que propiciou a pandemia que o mundo sofre desde finais de 2019 e que para omomento da aparecimento deste número da revista Paradigma (junho 2020) tem causadocentenas de milhares de óbitos em quase todos os países. Após é oferecida uma visão críticado movimento STEM que gerou a proposta STEAM q ue diferencia se do STEM ao incluir Adas Artes. Relativo com essa mudança, o autor do ensaio, desde a Filosofia da Matemáticapergunta se se existe lugar para ficção e fantasia em Matemática, que são essenciais nas Artes?Responder i sso precisa de algumas perguntas preliminares: o que é conhecimento? como égerado? como é organizado? como é compartilhado e transmitido? Que o autor responde desdeo Programa Etnomatemática e planteia sua perspectiva pessoal para introduzir o conceito deSTEAM .Palavras Chave . História da Matemática. Filosofia da Matemática. Dinâmica dos EncontrosCulturais.About STEM and STEAM curricular proposals and the Ethnomathematics ProgramAbstractIn this essay, reflections on the STEM and STEAM movements are carried out, from thep erspective of Ethnomathematics. In the first place, the matter is placed in the context of theurgency that humanity is experiencing, due to the appearance of a new corona virus thatgenerates COVID 19, which has propitiated the pandemic that the world has suffered since theend of 2019 and that for the moment of the appearance of this edition of the RevistaParadigma (June 2020) has caused hundreds of thousands of deaths in almost all countries.Afterwards, it is offered a critical view of the STEM movemen t that generated the STEAMproposal, which differs from STEM by including A Artes )). Regarding this change, the authorof the essay, since the Philosophy of Mathematics, wonders if there is a place for fiction andfantasy in Mathematics, which are essentia l in the Arts? Answering this needs somepreliminary questions: what is knowledge? how is it generated? how is it organized? how is itshared and transmitted? That the author responds from the Ethnomathematics Program andplans his personal perspective to introduce the concept of STEAM.Key words. History of Mathematics. Philosophy of Mathematics. Dynamics of CulturalEncounters.

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“…Sophus Lie (pronounced Lee), pictured in Fig. 1.1, was another Norwegian mathematician who lived from 1842-1899 [20]. He began where Abel's research ended and explored the connection of Abstract Algebra and Group Theory with Geometry.…”

Section: Historical Perspectivementioning

confidence: 99%

“…Of his prison stay he later commented, "I think that a Mathematician is comparatively well suited to be in Prison." [20]. Other mathematicians may not agree with his assessment of the mathematical personality.…”

Section: Difference Listsmentioning

confidence: 99%

Foundations of Programming Languages

Lee¹

2014

Undergraduate Topics in Computer Science

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Undergraduate Topics in Computer Science (UTiCS) delivers high-quality instructional content for undergraduates studying in all areas of computing and information science. From core foundational and theoretical material to final-year topics and applications, UTiCS books take a fresh, concise, and modern approach and are ideal for self-study or for a one-or two-semester course. The texts are all authored by established experts in their fields, reviewed by an international advisory board, and contain numerous examples and problems. Many include fully worked solutions.More information about this series at

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The Mathematician Sophus Lie

Cited by 30 publications

References 0 publications

Felix Klein—Mathematician, Academic Organizer, Educational Reformer

Felix Klein—Mathematician, Academic Organizer, Educational Reformer

Sobre Las Propuestas Curriculares Stem ( Science, Technology, Engineering, Mathematics) Y Steam (Science, Technology, Engineering, Arts, Mathematics) Y El Programa De Etnomatemática

Foundations of Programming Languages

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