- Remember that the main goal of the presentation is to teach to your classmates. In order to teach that something, you need to understand it.
- For the draft of the slides you have to do as much you want. The minimum is to create the slides in Google Slides, put a title, the bibliography (or the mandatory part of the bibliography, primary source, secondary source and book) and share it with me and with our grader.
- The presentation lasts between 8 and 10 minutes. There will be a few minutes of questions afterwards (by the way, recall that questions count as class participation). It is totally fine if you cannot to answer a question on the spot. If that happens, keep thinking about it and tell us the following week.
- Notes to help your memory are fine. However, the presentation cannot consist only of reading.
- The presentation must be rehearsed by zoom with the instructor and the other students presenting on the same day.
Speaking in public can be scary, but we will be a kind, supporting audience, rooting for you.
- Here you have an example of an excellent presentation, as well as the slides. Note that the presentation is longer than the required duration in this course.
Presentation rubric
Points | ||
---|---|---|
Before | The student's group made an appointment to rehearse the presentation at least six days before presenting to the class. (Note: The appointment cannot be made the day of the rehearsal). The presenter is ready by the time of the rehearsal. | 3 |
Bibliography | The bibliography contained a relevant book, an appropriate primary source and an appropriate secondary sources. These three items are used in the presentation. | 10 |
Content | The information given reflects deep understanding and effective summarization. The presentation is addressed to an audience who are not necessarily mathematicians, rather somebody who know some mathematics (say, sophomore Math major, at Stony Brook who know what a proof is.) | 2 |
Content | The presentation has mathematical content and this mathematical content is clear, correct and relevant. The math point is clearly explained. There is at least one relevant example related to the math point. | 6 |
Content | The presentation has historical content that is related to the mathematical content. The historical content can be, depending on the topic, relevant biographical facts, or a historical frame. Timelines are recommended. | 4 |
Delivery | The presenter performance did not consist is reading from the slides or the notes. Every word and sentence in the slides are understood by the presenter. (For instance, do not write a word whose meaning you do no understand). | 4 |
Delivery | The presenter performance lasts between 8 and 10 minutes. | 2 |
Delivery | The presentation includes a relevant handout and/or a learning activity for the class. (A few extra minutes can be added if the learning activity requires it) | 2 |
Structure | There is a good introduction, briefly explaining the historical-mathematical frame of the topic. The presentation had a clearly defined structure with appropriate transitions and the audience is able to follow it. | 2 |
Structure | The presentation starts with one relevant question. The audience will answer these questions after the presentation (and they should be able to do it, in other words, the answer of the question must be "contained" in the presentation) Example: In the first of our lectures, several definitions of mathematics were discussed; a question could be "Do you think that there is a preferred definition of mathematics? Justify your answer." | 1 |
Structure | The presentation ends with a slide containing the bibliography and a slide repeating the initial question. | 1 |
Slides | The slides display elements of effective design. Fonts, colors, backgrounds, etc. are not too busy. They are effective, consistent and appropriate to the topic and audience. | 2 |
Slides | There are no screenshots or photos from text of papers, books or websites. (If you think you really need to use screenshots, discuss it with me beforehand.) Images were appropriate and contributed to the understanding. Diagrams, figures and tables are clearly captioned, and, if appropriate, they include credits. Illustrations, tables and diagrams created by the students are encouraged. | 3 |
Slides | The slides did not contain more than 150 words (that is, the sum of the words in each slide is less than 150). Note: If you really need to put more than 150 words, discuss it with me beforehand. | 3 |
Topic distribution - Lecture 1 (3pm)
Week | Topic | First Name |
---|---|---|
5 | The Beginnings of Probability Theory | Joshua |
5 | Pascal and the Invention of Probability Theory | Rui |
5 | The Evolution of the Normal Distribution | Aidan |
6 | Euler and the proof of the Fundamental Theorem of Algebra | Zijie |
6 | A Sampler of Euler's Number Theory | Rachel |
6 | The Extraordinary Sums of Leonhard Euler | Eric |
7 | Gauss and the Regular Polygon of Seventeen Sides | Shanshan |
7 | Gauss-Jordan Reduction: A Brief History | Xuhui |
7 | On Gauss's First Proof of the Fundamental Theorem of Algebra | Xiang |
8 | How Ptolemy constructed trigonometry tables | Jhosseline |
8 | How Kepler Discovered the Elliptical Orbit | Sophia |
8 | The Discovery of Ceres: How Gauss Became Famous | Angelo |
9 | Stevin on decimal fractions | Daniel |
9 | Viète's use of decimal fractions | Thomas |
9 | Origin and Evolution of the Secant Method in One Dimension | Andrew |
10 | Heron's Formula for Triangular Area | Emma |
10 | Diophantus and The birth of Literal Algebra | Xander |
11 | China The "piling up squares"in Ancient China | Arjun |
11 | Set Theory The Non-Denumerabilty of the Continuum | Kyle |
11 | Cantor and the Transfinite Realm | Alfayed |
12 | The Discovery of the Series Formula for π by Leibniz, Gregory and Nilakantha | Calvin |
12 | Ancient Indian Square Roots | Alaba |
12 | Multiplication from Lilavati to the Summa | Mark Vincent |
13 | The Algebra of Abu Kamil | Pengyu |
13 | Ramanujan's Notebooks | Justine |
14 | Ideas of Calculus in Islam and India | Michael |
14 | The Evolution of Integration | Xiaoyi |
14 | The Lost Calculus (1637-1670): Tangency and Optimization without Limits | Miles |
Topic distribution - Lecture 2 (9:45am)
Week | Topic | First Name |
---|---|---|
Kayla | 5 | The Beginnings of Probability Theory |
Aysia | 5 | Pascal and the Invention of Probability Theory |
Stanley | 5 | The Evolution of the Normal Distribution |
Victoria | 6 | Euler and the proof of the Fundamental Theorem of Algebra |
Zuqing | 6 | A Sampler of Euler's Number Theory |
Vincent | 6 | The Extraordinary Sums of Leonhard Euler |
Ryan | 7 | Gauss and the Regular Polygon of Seventeen Sides |
Oscar | 7 | Gauss-Jordan Reduction: A Brief History |
Michael | 7 | On Gauss's First Proof of the Fundamental Theorem of Algebra |
Haolong | 8 | How Ptolemy constructed trigonometry tables |
Bryan | 8 | How Kepler Discovered the Elliptical Orbit |
Yi | 8 | The Discovery of Ceres: How Gauss Became Famous |
Matthew | 9 | Stevin on decimal fractions |
Deshen | 9 | Viète's use of decimal fractions |
Wenjun | 9 | Origin and Evolution of the Secant Method in One Dimension |
Brandon | 10 | Heron's Formula for Triangular Area |
Jayleen | 10 | Diophantus and The birth of Literal Algebra |
Qiting | 10 | Hippocrates' Quadrature of the Lune |
Ana | 11 | China The "piling up squares"in Ancient China |
Melanie | 11 | Set Theory The Non-Denumerabilty of the Continuum |
Zhe | 11 | Cantor and the Transfinite Realm |
Vruti | 12 | Ancient Indian Square Roots |
Alina | 12 | The Discovery of the Series Formula for π by Leibniz, Gregory and Nilakantha |
Connor | 12 | Multiplication from Lilavati to the Summa |
Vivian | 13 | The Algebra of Abu Kamil |
Oliwia | 13 | Ramanujan's Notebooks or The Indian Mathematician Ramanujan |
Longzhen | 13 | The use of series in Hindu mathematics (indication.) |
Shien | 14 | Ideas of Calculus in Islam and India |
Yufei | 14 | The Evolution of Integration |
Andy | 14 | The Lost Calculus (1637-1670): Tangency and Optimization without Limits |