"... What I found particularly attractive about this book are the historical notes, the references to many mathematicians and their work, as well as many original proofs included. In closing: I think that any student and any teacher interested in a deeper study of elementary (and maybe not so elementry) study of such topics as sets, polynomials, and numbers should read (pencil in hand!) this book. It may be particulary valuable for future teachers. The book is very well written, and it has detailed proofs and many exercises. Above all, this book will be remembered for its beauty and elegance." (M. Poplicher, Read This! The MAA Online book review column (for complete review see http://www.maa.org/review/shafarevichdiscourses.html

"... As the book progresses it becomes increasingly clear that the author has planned the development of ideas meticulously, not only so that he can constantly surprise the reader with the next turn of events, but also so that he can demonstrate unexpected links between results in algebra, number theory and probability. There are numerous ideas here for providing stimulating lessons for able pupils as well as for self-study, and the book would make a valuable addition to the school or department library." (G. Leversha, The Mathematical Gazette, 88:511, 2004)

"Since it happens so rarely, one must take notice when a great master of mathematics writes an elementary text. ... Shafarevich takes the subject much farther than any high school text. ... This book could form the basis for a great "transition to abstraction" course and should certainly have a role in programs training high school mathematics teachers. Summing up: Recommended. General readers; lower- and upper-division undergraduates; professionals." (D.V. Feldman, Choice, June 2003)

"... While written for students at the secondary level, the text goes quite thoroughly into foundational matters normally encountered at university ... This book is highly recommended for teenagers with a strong desire to study mathematics and for secondary teachers seeking to contextualize what is on the school syllabus and to appreciate what some of their students will meeet in university mathematics." (Edward J. Barbeau, Zentralblatt für Mathematik 1004.00001)

"Discourses on Algebra is an advanced elementary algebra book intended to supplement the content of algebra courses . . All the sections in the book are followed by exercises intended to test both the understanding of the material presented and proved in the book, and the creativity and mathematical skills of the readers. . The book is very well written, and it has detailed proofs and many exercises. Above all, this book will be remembered for its beauty and elegance." (Mihaela Poplicher, MAA Online, September, 2004)

"In this introduction to algebra, the author aims to show that the subjectis no less beautiful, elegant and logically coherent than Euclidean geometry. . it should appeal to able students and undergraduates who are looking for a more sustained and challenging course in elementary algebra. . There are numerous ideas here for providing stimulating lessons for able pupils as well as for self-study, and the book would make a valuable addition to the school or department library." (Gerry Leversha, The Mathematical Gazette, 88:511), 2004)

"In this book, the author - a famous Russian algebraist - argues with examples that algebra is no less beautiful, elegant, and logically cohesive than geometry. It contains an exposition of some rudiments of algebra, number theory, set theory and probability presupposing very limited knowledge of mathematics." (Zentralblatt für Didaktik der Mathematik, June 2002)

"In this book, 'the elements of algebra as a field of contemporary mathematics are laid out, based on material bordering the school program as closely as possible'. The author would like algebra to appeal to students in the way that Euclidean geometry does. . the text goes quite thoroughly into foundational matters normally encountered at university. . This book is highly recommended for teenagers with a strong desire to study mathematics and for secondary teachers seeking to contextualize what is on the school syllabus and to appreciate what some their students will meet in university mathematics." (Edward J. Barbeau, Zentralblatt MATH, 1004:4, 2003)