History of Mathematics
TuTh 2:30-3:50pm Earth and Space 079
Instructor: Ljudmila Kamenova
Office: Math Tower 3-115
Office hours: Wednesdays 11am - 2pm in Math Tower 3-115
We shall study the history of mathematics, from the earliest times to the
beginning of the 20th century.
Special attention will be paid to the contributions of the Inca, Mayans,
Babylonians, Greeks, Hindus,
Arabs, Chinese and to the subsequent later European developments into the
MAT 200 or MAT 203 or MAT 307 or AMS 261
David M. Burton, The History of Mathematics, 7th edition, McGrawhill
William Dunham, Journey Through Genius, Penguin 1990.
Weekly Quizzes: 30%, Class Presentation: 20%, Term Paper: 50%
Suggested reading from the textbooks will be assigned each week. The
weekly quizzes will be over what has been discussed in class during the
previous couple of weeks, as well as the reading.
Each student will give a 15 minute oral presentation in front of the class
over a topic assigned by the instructor. After the presentation, there
will be a 5 minute class discussion, in which the other students can ask
questions, or make comments about the presentation.
Each student will write a term paper of 15-20 pages on a topic that must
be approved by the instructor. The paper should be typed double spaced,
any size font or stype. The term paper will be graded on its
content, as well as on how well it is written. The term paper should be
handed in by Tuesday, May 1, in class. Late papers cannot be accepted.
There will be no final exam.
Homework (not to be handed in):
There will be some practice problems for the weekly quizzes coming up.
Successful completion of MAT 336 with a C or better satisfies
DEC H and the expository portion of the upper-division writing requirement
for the mathematics major, as well as the STAS, WRTD, and SPK objectives
in the Stony Brook Curriculum. The learning outcomes corresponding to the SBC
Learning Outcomes for "Understand relationships between Science or
Technology and the Arts,
Humanities or Social Sciences (STAS)"
1. Apply concepts and tools drawn from any field of study in order to
understand the links between
science or technology and the arts, humanities or social sciences.
2. Synthesize quantitative and/or technical information and qualitative
information to make
informed judgments about the reciprocal relationship between science or
technology and the arts,
humanities or social sciences.
Learning Outcomes for "Speak Effectively before an Audience (SPK)"
1. Research a topic, develop an oral argument and organize supporting
2. Deliver a proficient and substantial oral presentation for the intended
audience using appropriate
3. Evaluate oral presentations of others according to specific criteria.
Learning Outcomes for "Write Effectively within One's Discipline (WRTD)"
1. Collect the most pertinent evidence, draw appropriate disciplinary
effectively for one's intended audience, and write in a confident voice
using correct grammar and
If you have a physical, psychological, medical or learning disability that
may impact your course work, please contact Disability Support Services, ECC
(Educational Communications Center) Building, room 128, (631) 632-6748. They
will determine with you what accommodations, if any, are necessary and
appropriate. All information and documentation is confidential. Students who
require assistance during emergency evacuation are encouraged to
discuss their needs with their professors and Disability Support Services.
For procedures and information go to the
Academic Integrity Statement.
Each student must pursue his or her academic goals honestly and be personally
accountable for all submitted work.
Representing another person's work as your own is always wrong. Faculty are
required to report any suspected
instances of academic dishonesty to the Academic Judiciary. Faculty in the
Health Sciences Center (School of Health
Technology & Management, Nursing, Social Welfare, Dental Medicine) and School
of Medicine are required tofollow their school-specific procedures. For more
comprehensive information on academic integrity, including
categories of academic dishonesty, please refer to the
academic judiciary website.
Critical Incident Management Statement.
Stony Brook University expects students to respect the rights, privileges,
and property of other people. Faculty are
required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach,
compromises the safety of the learning environment, or inhibits students'
ability to learn. Faculty in the HSC Schools
and the School of Medicine are required to follow their school-specific