Isaac Newton: The Last Sorcerer. Reading: Perseus Books. 1997. - Wilson, Edward O. Consilience: The Unity of Knowledge. New York: Vintage Books.
At the age of 19, he entered Trinity College, Cambridge (Newton, 1998). According to the work in Newton (1642), He soon began to escape life by taking interest in things mechanical and began to make water clocks, as well as innumerable drawings and diagrams. After receiving his bachelor's degree in 1665, Newton stayed at Trinity to ear... ... middle of paper ... ...ays later on 20 March 1727; however, his death did not go unnoticed. For decades, Newton has been considered the greatest scientist who ever lived or one out of a handful of the greatest scientists. According to the work in Westfield (2010)," Newton's Principia marked the culmination of the scientific revolution, which ushered in modern science, and through its legacy the work may have done more to shape the modern world than any other ever published".
It was a period in which there was an epidemic of a genius virus in Europe for scientists, explorers, inventors of many things including mathematics. Among them was Isaac Newton (1642-1727) who co-invented calculus, discovered the Binomial Theorem, and formulated a theory of universal gravitation (Smith). Newton has been regarded for almost 300 years as the founding exemplar of modern physical science, his achievements in experimental investigation being as innovative as these in mathematical research. Before discussing his three achievements, it is important to note that Newton had some college experience but did his significant work was at home. Newton entered Trinity College, Cambridge in 1661.
Truth and Method (Tubingen), 299-300 11) Livingston, Paisley. 2005. Art and Intention (Oxford: Oxford University Press), 93 12) Hirsch, Edward D Jr. 1967. Validity in Interpretation (New Haven: Yale University Press) 13) Iseminger, Gary (editor). 1992.
Some middle and high school teachers look back on their years as math students with dislike for such topics and create more anxiety than is necessary for their own learners. Historically speaking, these students and teachers are actually in the company of many great mathematicians who had strong feelings about or denied the existence of negative and imaginary numbers altogether. These numbers were largely a stepchild of mathematics until modern times. Even the etymology is, for lack of a better word, negative. Words like false, fictitious, sophistic, and absurd have been traditionally common descriptors, but the modern terminology does not put one’s mind at ease.
23. Ibid., 251. 24. Ibid., 58. 25.
6. Ginzburg, 69-70. 7. Thomas, 226. 8.