SKM05
Oct 2011
Page 1 of 4
s
Unit Description
Title
Historical and Cultural Perspectives on Mathematics
Number of units
1 unit
Unit code
SKM05
Aims
The aims for this unit relate to the SEEC level descriptors for level
6 study.
All societies have developed some mathematics in order to help
them understand the world in which they live. The mathematics
we study today is a culmination of what has gone before and
reflects the age and society in which it was developed.
Mathematics continues to change due to the curiosity of its
practitioners, advances in technology and the changing needs of
business and industry.
The influence of different ages and cultures can be seen in all
aspects of the subject. This unit provides opportunities for
students to study these influences and, through examining them to
deepen their own understanding within the subject.
Learning outcomes
In relation to the SEEC level descriptors for level 6 study, by the
end of the unit students should be able to:
1.
2.
3.
4.
recognise mathematical activity in possibly unfamiliar
contexts;
interpret original writings of mathematicians of the past and
appreciate their efforts to communicate new ideas;
appreciate and understand that mathematics develops in
response to a changing social environments;
explore links between areas of mathematics.
Content
Some specific topics will be covered such as the development of
number systems and views on infinity.
Students will consider the development of mathematical ideas not
only across time but also across differing areas of the globe.
Students will be encouraged to compare educational texts from
different countries of the world.
Learning and teaching
strategies
Contact Time:
Each session will include a mixture of lecture and mathematical
activity undertaken by students through small group work and
discussion and reflection on the processes involved in
mathematics. Reflection on the nature of the activities whilst
working at them will be a key aspect of the course.
SKM05
Oct 2011
Page 2 of 4
Non-contact Time:
Students will be expected to read extracts from original writings, to
work on mathematical problems and techniques from other
cultures and to bring their ideas to sessions.
Learning support
Books:
Ascher, M. Mathematics Elsewhere: an exploration of ideas
across cultures; (2002) Princeton NJ: Princeton University
Press
Berggren, J. L. (2003) Episodes in the mathematics of medieval
Islam; New York: Springer
Davis P.J. & Hersh, R. (1981) The Mathematical Experience
Boston MA: Birkhauser
Dunham, W. (1990) Journey Through Genius New York: Wiley
Dunham, W. (1997) The mathematical universe: an alphabetical
journey through the great proofs, problems, and
personalities New York: Wiley
Eves, H. (1981) Great Moments in Mathematics before 1650
New York: MAA
Eves H. (1981) Great Moments in Mathematics after 1650 New
York: MAA
Fauvel, J. & Gray J. (1987) The History of Mathematics London:
Macmillan
Hersh R. (1997) What is Mathematics, Really? London: Penguin
Hofstadter, D. (1984) Godel, Escher & Bach London: Penguin
Joseph, G.G. (2010) The Crest Of The Peacock: non-European
roots of mathematics Princeton NJ: Princeton University
Press
Kline, M. (1972) Mathematical Thought From Ancient to Modern
Times London: OUP
Kline, M. (1953) Mathematics in Western Culture London: OUP
Selin, H. & D’Ambrosio, U. (2001) Mathematics across cultures:
the history of non-western mathematics New York: Springer
Stewart, I. (1987) The Problems of Mathematics Oxford: OUP
Smith D.E. (1959) A Source Book in Mathematics Vols 1 & 2
New York: Dover
Struik, D.J. (1969) A Source Book in Mathematics 1200 – 1800
(1969) Harvard: Harvard University Press; London: Oxford
University Press
Journals:
Mathematics in Schools; a Journal of the Mathematical
Association.
MT: Mathematics Teaching; The Journal of the Assoc of Teachers
of Mathematics
Electronic Sources: (accessed June 2011)
African Mathematical Union:
http://archives.math.utk.edu/topics/history.html
Clark University Pages: http://aleph0.clarku.edu/~djoyce/mathhist/
History of Mathematics archive: http://www-history.mcs.stand.ac.uk/
SKM05
Oct 2011
Page 3 of 4
The MacTutor British Society for the History of Mathematics:
http://www.dcs.warwick.ac.uk/bshm/index.html
University of Tennessee:
http://archives.math.utk.edu/topics/history.html
Other:
BBC Podcasts (Du Sautoy):
http://www.bbc.co.uk/podcasts/series/maths
Assessment task
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the
following task:
Task (Weighting: 100%)
Each student will prepare a sequence of poster style display
boards (3 to 6 in number) which sequentially describe the
development and application of a mathematical topic or technique.
The boards may be submitted in A4 or A3 format or as an
electronic file but should be capable of being used as a set of
posters. The boards will consist of a mixture of text, diagrams and
samples of work. They will contain examples of original
mathematical texts and mathematical techniques not considered
standard in Europe today.
(1700 words equivalent)
The task will be marked on a Pass / Fail basis.
Referral task: Reworking of original task
Assessment criteria
General criteria for assessment are framed by the SEEC
descriptors for level 6. Against specific criteria, credit will be
awarded for:




creative and innovative explanations of mathematical
activity in unfamiliar contexts (LO1);
interpretation or illumination of original writings of
mathematicians of the past (LO2);
demonstrating how mathematics has developed in
response to a changing social environment (LO3);
identifying connections between areas of mathematics
(LO4).
All learning outcomes must be achieved in order to pass the unit.
Area examination board
Combined Area Examination Board
Un it co-ordinator
Richard Goodman
SKM05
Oct 2011
Page 4 of 4
Date of first approval
October 2011
Date of last revision
N/A
Date of approval of this
version
Version number
October 2011
1
Replacement for previous N/A
unit
Course(s) for which unit is 12 unit SKE Mathematics
acceptable
School home
School of Education
External examiner(s)
Richard Cowley