MATHEMATICAL SCIENCES 381 (NS)
Mathematics through the Ages: ``Math like an Egyptian….’’
Suzanne Boyd, Assistant Professor, Mathematical Sciences
Sem 001, Class #34224: TR 3:30 p.m. – 4:45 p.m., HON
Reading
The History of Mathematics: An Introduction, by David Burton, McGraw-Hill
Science/Engineering/Math; 7th edition preferred, ISBN-13: 978-0073383156.
Supplemental material will be provided, from internet sources as well as from
A Source Book in Mathematics, 1200-1800, by Dirk Struik, Harvard, 1969.
Journey through Genius, by William Dunham, Penguin 1991.
Course Description
Where do numbers come from? Who was Pythagoras and why did he invent that theorem? How
did humans develop bookkeeping, geometry, and calculus? This course provides some answers by
surveying the history of mathematics, from its beginnings in Mesopotamia and Egypt through the
nineteenth century. Our main goal during the semester will be to illuminate the people, stories, and
cultural contexts behind mathematics’ greatest historical advances, and along the way, we’ll learn a bit
about how each culture performed some key mathematics. We will begin with Math’s early days in
Mesopotamia, Egypt, and Greece; consider non-European contributions from China, India, and the
Middle East, then on to specific “inventions” such as bookkeeping, algebra, geometry, and calculus.
Prerequisites: The principal requirements for this course are a sense of curiosity and a willingness to
learn and write about the mathematical techniques taught in today’s high schools. This class combines
history with writing and mathematics. Students will find that writing ability is just as important in
communicating mathematics as in any other subject.
Course Requirements:
The class will include some lecture/demonstration of mathematics, some in-class discussion, and
regular in-class presentations by the students (don’t worry—you can always show me your presentation
in advance in office hours if you want to practice!). Homework will consist of assigned readings, short
writing activities, and three longer essays, two of which can be revised for a higher grade.
Grading:
In-class presentations (daily) 20 %
Attendance/Participation (daily) 10 %
Short writing assignments (usually due Tuesdays): 20 %
2 essays (7-10 pages), each of which can be revised for a higher grade: 15 + 15 = 30%
Final presentation (on the topic of either of your two essays): 20%