Syllabus

We will 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 modern era. 

Instructor: Moira Chas, Office 3 - 119 Math Tower.

Offce hours: Tuesday 12:20 to 2:20pm, Thursday 1to 2pm. Both in 3-119 Math Tower, and by appointment (best way to contact me is by my Stony Brook email).

Prerequisites: MAT 200 or AMS 310.

Grader Lecture 1 - 2:30-3:50:  Daniel Brogan

Grader Lecture 2 - 10-11:20: Yao Xiao

Description: A survey of the history of mathematics from the beginnings through the 19th century, with special attention to primary sources and to the interactions between culture and mathematics. Emphasis on topics germane to the high school curriculum. Mesopotamian, Egyptian, and Greek mathematics; non-European mathematics; early Renaissance mathematics; the birth and flowering of calculus; the beginnings of probability theory; and the origin of non-euclidean gemetrics and the modern concept of number.

Textbooks:  

  • David M. Burton, The History of Mathematics, 6th or 7th edition, McGrawhill 2011. paperback IBSN 9780071289207. 
  • William Dunham, Journey Through Genius, Penguin 1990. paperback ISBN 978014014739-1. (Recommended) 

Grading policy:

  • Weekly quizzes: 30 %
  • In-class presentation (15 minutes): 20 %
  • Term paper  (15 pages): 45 % 
  • Class participation/Attendance: 5 %

Note that there will be no final examination. Attendance and participation are expected. 

Quizzes, Reading Assignments and Suggested Exercises

Check the schedule for the week's reading assignments and suggested exercises. Homework will not be collected, but similar material may turn up on next week's quiz. To guide your reading, concentrate on understanding the details of the points mentioned in class. Guidelines of portions that can be skipped will be given in class. 

Homework problems will be posted each Friday before 10am (and can be the “inspiration” of the following weeks quizzes).

The weekly quizzes will be about what has been discussed in class during the previous couple of weeks, as well as the reading.   There will be no make-ups for the quizzes. Anyone absent will receive a zero unless there is a serious documented reason. In this case, the grade will be determined based on the balance of the work in the course. 


In-class presentations

Each student will give a 15 minute oral presentation in front of the class over a topic assigned by the instructor, with the student input. 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.   

The schedule for student in-class presentations is subject to change, and any changes will be announced in class

If you want to use PowerPoint or other presentation software, you have to email the slides to the instructor at  least two days before the presentation. The slides cannot contain more than 100 words in total. (If you really need to put more than 100 words, discuss it with your instructor) 

Notes to help your memory are fine. (Of course your presentation cannot consist only of reading)

Your presentation will be judged on the clarity of expression, the extent to which your presentation is well organized, the quality of information conveyed, including mathematical correctness, the extent to which you've added new information (information not already covered in class), the extent to which you've considered the important issues and are able to answer the group's questions about them, and the extent to which you've help spark new questions from other students.

Your presentation will be graded out of 10 points, according to the following rubric (approximately):

  • (0.5 point) Outline Content -at least four days before the presentation.
  • (0.5 point) Bibliography, including books beyond our textbook-at least four days before the presentation.
  • (0.5 point) Time Management 
  • (0.5 point) Speaking in a Clear, Easily-Audible Voice
  • (0.5 point) Creativity/Originality of Presentation
  • (0.5 point) New information and/or important issues are considered and/or sparks questions
  • (2 points) Historical context
  • (5 points) Mathematical Content (There should be a clear overview of the math and one particular piece, for instance  a proof that you master)

Submit the outline, bibliography and (if needed) slides this (https://goo.gl/forms/cGNqeh8kXey4FHxV2) google form.

Speaking in front of a group can be scary (..that's an understatement..), but the atmosphere will be supportive and encouraging. During your talk the rest of us will be working hard to understand your material. Since you're the speaker we'll be asking questions so that you can help us understand. When we ask a question you don't need to think quickly, just clearly. If some of your answers are "I didn't think about that; I'll answer it next time," that's perfectly fine… if you indeed try to answer in the nearby future. 

Keep in mind: Your presentation should contain a brief historic frame of the topic you are discussing, a brief mathematical frame and a very clear discussion of a particular math point. This math point can be, for instantce, the solution of a problem, or the proof of a statement. Your “math point” has to be something you understand very well. 

Information about the paper

Each student will write a term paper on a topic of their choice that must be approved by the instructor, different from that of the class presentation. The content should be mathematical and historical, with appropriate mathematics arguments and the historical setting clearly established. Lengthy biographical sketches are not needed -they are easily available. But historical antecedents of the points you are explaining, and their historical consequences, are worth exploring. 

The term paper will be graded on it's content, as well as on how well it is  written

The target length of the paper should 4000 - 6000 words (excluding the bibliography), in an easily readable font (possibly Times New Roman or Cambria), in 12pt size, double spaced. 

Relevant diagrams and figures are a plus.

The term paper should  be submitted on Blackoard, before Tuesday May 7th. 

Late papers cannot be accepted. 

To receive full credit you have to submit topic, bibliography, and draft on time. The dates and links to submit are in course schedule (each on the corresponding week).

Keep in mind: As in the presentation, the paper should give a brief historic frame of the topic you are discussing, a brief mathematical frame and a very clear discussion of a particular math point. This math point can be, for instantce, the solution of a problem, or the proof of a statement. Your “math point” has to be something you understand very well. 

Here are two sample outlines (from two of our students)

The approximate rubrik for grading the paper is below  

  • (0.25 point) Outline Content -on April 4th.
  • (0.25 point) Bibliography, including at least two books beyond our textbook - on April 11. 
  • (0.25 point) Draft - on April 18. 
  • (0.25 point) References are relevant and correctly cited.
  • (0.25 point) Illustrations are relevant and, if necessary, correctly attributed.
  • (0.25 point) Ideas are arranged logically and flow smoothly.
  • (0.25 point) Writing is clear, with no grammatical, spelling, or punctuation  errors . 
  • (0.25 point) There are relevant and consistent connections with the content of the course. 
  • (0.25 point) Demonstrates a sophisticated understanding and careful, critical analysis
  • (0.25 point)  Creativity/Originality, personal point of view.
  • (0.25 point) New information and/or important issues are considered.
  • (1.25 points)  Historical context is clear and relelvant. 
  • (3 points)  Mathematical general content is clear an relelvant.
  • (3 points) Mathematical specific point is well understood and explained.

A good test for your paper: read it in loud voice. How does it sound? Is it telling a good story? Also, be careful with the excess of formulae.

Plagiarism

  • Do not even think about doing it. 
  • Any student who plagiarizes material will receive zero for the course, and will be reported to Academic Judiciary.
  •  All the work you submit be your own work. If you cheat or aid someone in cheating, you will automatically fail this course and be brought up on charges of academic dishonesty without warning.
  • Cheating includes: presenting work of other as your own, copying other student work, facilitate that other student copies your work, cut and paste from websites without the appropriate acknowledgment, use of notes, calculators and/or electronic devices during examinations. 
  • The term paper will be checked with SafeAssign and if cheating is detected, it will be reported to the Academic Judiciary.

Techonlogy

We may use cellphone or tables to do in-class polls (depending on the availability of for the students)

We will discuss other uses of technology of the first day of classes.

Stony Brook Curriculum requirements

A grade of C or better in this course will fullfil the STAS, SPK, and WRTD requirements of the Stony Brook Curriculum, as well as fulfilling DEC H. 

The learning outcomes corresponding to the SBC objectives are: 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 details.
  2.  Deliver a proficient and substantial oral presentation for the intended audience using appropriate media. 
  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 inferences, organize effectively for one's intended audience, and write in a confident voice using correct grammar and punctuation. 

Student Accessibility Support Center: 

If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact the Student Accessibility Support Center, 128 ECC Building, (631) 632-6748, or at sasc@Stonybrook.edu. They will determine with you what accommodations 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 the Student Accessibility Support Center. For procedures and information go to the following website: https://ehs.stonybrook.edu/programs/fire-safety/emergency-evacuation/evacuation-guide-people-physical-disabilities and search Fire Safety and Evacuation and Disabilities.

Academic Integrity: 

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 to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/commcms/academic_integrity/index.html 

Critical Incident Management 

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. http://www.math.stonybrook.edu/~moira/courses/mat336-sp2019/sample-outline-for-papers.html