《量子力学中的数学概念(英文版)》介绍了：The first fifteen chapters of these lectures （omitting four to six chapters each year） cover a one term course taken by a mixed group of senior undergraduate and junior graduate students specializing either in mathematics or physics. Typically, the mathematics students have some background in advanced analysis, while the physics students have had introductory quantum mechanics. To satisfy such a disparate audience, we decided to select material which is interesting from the viewpoint of modern theoretical physics, and which illustrates an interplay of ideas from various fields of mathematics such as operator theory, probability, differential equations, and differential geometry. Given our time constraint, we have often pursued mathematical content at the expense of rigor. However, wherever we have sacrificed the latter, we have tried to explain whether the result is an established fact, or, mathematically speaking, a conjecture, and in the former case, how a given argument can be made rigorous. The present book retains these features.

《王竹溪遗著选集》内容来自王竹溪先生六七十年代的理论物理笔记、讲义,分三个独立分册（《复变函数大要》，《量子力学中一些重要理论》，《量子电动力学重正化理论大要》）出版，内容涉及量子力学，复变函数等。原稿虽然是笔记，但分节段写成，相当清晰，完整，几乎是完备的教本，不仅可以从中学习王竹溪先生的治学风格，而且每个分册本身也可以作大学本科生，研究生的教材使用。

Now in its third edition, Mathematical Concepts in the Physical Sciences provides a comprehensive introduction to the areas of mathematical physics. It combines all the essential math concepts into one compact, clearly written reference.

《数学物理的几何方法(英文版)》讲述了：This book alms to introduce the beginning or working physicist to awide range of aualytic tools which have their or/gin in differential geometry andwhich have recently found increasing use in theoretical physics. It is not uncom-mon today for a physicist's mathematical education to ignore all but the sim-plest geometrical ideas, despite the fact that young physicists are encouraged todevelop mental 'pictures' and 'intuition' appropriate to physical phenomena.This curious neglect of 'pictures' of one's mathematical tools may be seen as the outcome of a gradual evolution over many centuries. Geometry was certainly extremely important to ancient and medieval natural philosophers; it was ingeometrical terms that Ptolemy, Copernicus, Kepler, and Galileo all expressedtheir thinking. But when Descartes introduced coordinates into Euclideangeometry, he showed that the study of geometry could be regarded as an appli.cation of algrebra. Since then, the/mportance of the study of geometry in theeducation of scientists has steadily