MARC details
| 000 -LEADER |
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| fixed length control field |
02989cam a22003978i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
on1355634353 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250203144336.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
230318s2023 nyua e b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2022050481 |
| 019 ## - |
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| -- |
1391990042 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1541601823 |
| Qualifying information |
(hardcover) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781541601826 |
| Qualifying information |
(hardcover) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)1355634353 |
| Canceled/invalid control number |
(OCoLC)1391990042 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
LBSOR |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BDX |
| -- |
TOH |
| -- |
YDX |
| -- |
OCLCF |
| -- |
OCO |
| -- |
GO6 |
| -- |
OI6 |
| -- |
VP@ |
| -- |
FNN |
| -- |
UOK |
| -- |
MiTN |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
QA8.4 |
| Item number |
.C436 2023 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
510.1 |
| Edition number |
23/eng20230509 |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
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| Classification number |
510.1 C4213i 2023 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Cheng, Eugenia |
| 245 10 - TITLE STATEMENT |
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| Title |
Is math real? : |
| Remainder of title |
how simple questions lead us to mathematics' deepest truths / |
| Statement of responsibility, etc. |
Eugenia Cheng. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
First US edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
New York : |
| Name of producer, publisher, distributor, manufacturer |
Basic Books, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2023. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2023 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
vii, 320 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
25 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
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| General note |
"Published in 2023 in the UK by Profile Books." |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Where maths comes from -- How maths works -- Why we do math -- What makes maths good -- Letter -- Formulae -- Pictures -- Stories. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"Where does math come from? From a textbook? From rules? From deduction? From logic? Not really, Eugenia Cheng writes in Is Math Real?: it comes from curiosity, from instinctive human curiosity, "from people not being satisfied with answers and always wanting to understand more." And most importantly, she says, "it comes from questions": not from answering them, but from posing them. Nothing could seem more at odds from the way most of us were taught math: a rigid and autocratic model which taught us to follow specific steps to reach specific answers. Instead of encouraging a child who asks why 1+1 is 2, our methods of education force them to accept it. Instead of exploring why we multiply before we add, a textbook says, just to get on with the order of operations. Indeed, the point is usually just about getting the right answer, and those that are good at that, become "good at math" while those who question, are not. And that's terrible: These very same questions, as Cheng shows, aren't simply annoying questions coming from people who just don't "get it" and so can't do math. Rather, they are what drives mathematical research and push the boundaries in our understanding of all things. Legitimizing those questions, she invites everyone in, whether they think they are good at math or not. And by highlighting the development of mathematics outside Europe, Cheng shows that-western chauvinism notwithstanding--that math can be for anyone who wishes to do it, and how much we gain when anyone can"-- |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| Form subdivision |
Popular works |
| 9 (RLIN) |
4226 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Philosophy |
| 655 #7 - INDEX TERM--GENRE/FORM |
|---|
| Genre/form data or focus term |
Informational works |
| Source of term |
lcgft |