An Overview
This course is designed to show what mathematics is, how mathematics has developed from man's efforts to understand the world around him, what the mathematical approach to real problems can accomplish, and the extent to which mathematics has molded our civilization and culture. The extent to which civilization and culture have affected mathematical development will also be investigated. Although the course is about mathematics, the intimate relationship of mathematics to science, philosophy, religion, music, painting, and other arts, cannot be overlooked. For here lie many of the motivations for mathematical studies. Since mathematics is what mathematicians do, a look into the lives of mathematicians will be an integral part of the course. On occasion, you will be asked to solve some mathematical problems related to the historical period or person being discussed. A collection of short papers will be required. The topics are listed below. In addition, a semester project will be required. The semester project will be a paper or project appropriate to the course. The course can be basically separated into eight parts (not equal in length), as given below. Basically the coverage will be chronological; however, certain topics will be covered out of order. For example, Part II, Numbers and Number Systems, will cover the evolution of numbers and number systems from ancient times to the present. This is done so that the students have a general idea of the problems mathematicians faced with inadequate numbers and number systems at various times in the history of mathematics.
Part I.	INTRODUCTION
	What is mathematics? A look at the difficulties arising from an effort to precisely define the term "mathematics." What is a mathematician? A look at the wide spectrum covered by mathematics from philosophy to technology. When does a philosopher become a mathematician? When does a mathematician become a technician? A chronological listing of events in mathematics and history. Quite often dates important in mathematics have no meaning to a student without reference to familiar historical events. This will be an overview of the time period covered by the course for later reference.
Part II.	NUMBER AND NUMBER SYSTEMS
	Counting and the history of number. Numbers systems. An investigation of number systems from antiquity to the present. Number systems in various bases will be seen, as well as the effectiveness of each system. Idiot Savants. - Human calculators. Here we look at the interesting phenomenon of people who can calculate difficult numerical problems with machine speed and how their views of numbers and number systems aided their mental computations.
Part III.	ANCIENT MATHEMATICS
	Babylonian and Egyptian mathematics. The development of arithmetic and geometry for use in commerce and agriculture. No interest in pure mathematics. Greek mathematics. The arrival of mathematics as a pure discipline. Pythagoras. The life of an ancient mathematician and his school. How his mysticism and worship of the whole number influenced and held back further discoveries in mathematics. Euclid. The man who is credited with formalizing the study of mathematics. The axiom, definition, theorem development of mathematical topics presented in his Elements produced the foundation of "Modern Mathematics." During this period we will meet a variety of mathematicians who did remarkable work with elementary mathematics--one of the most remarkable was Archimedes.
Part IV.	THE DARK YEARS IN EUROPE AND MATHEMATICS IN THE MIDDLE EAST, INDIA, AND CHINA
	The decline of mathematics and the sciences in Europe. In the first ten centuries or so C.E., advances in mathematics and the sciences seemed to come to a halt. However, in the Middle East, India and China the mathematical sciences were flourishing. The rebirth of mathematical thought came about from the translation of the Greek and Arabic works during the Century of Translators. This is a lead-in to the "golden age" of mathematics. mathematics.
Part V.	THE "GOLDEN AGE" OF MATHEMATICS
	A chronological look at the "golden age" of mathematics. The period of the 14th through 19th centuries were very rich in mathematical development. Many events of mathematical as well as historical importance occurred here, so it is valuable to once again have reference points. Mathematics and the arts. The contribution of mathematics to the arts and architecture will be discussed throughout the course; however, in this period the topic deserves special attention. Mathematics and society. Mathematics was widely studied in this period for general educational purposes. Educated persons took great pride in their knowledge of mathematics and new developments in mathematics. Mathematics enjoyed its greatest popularity during this period. It was not uncommon for newspapers and general periodicals to publish mathematical papers.
Part VI.	BIOGRAPHICAL SKETCHES OF MALE MATHEMATICIANS FROM THE "GOLDEN AGE" OF MATHEMATICS
	A partial list of some of the male mathematicians whose lives we may discuss in class. Not all can be discussed in the time available; however, there are some who must be discussed.      Descartes. (1596-1650) French.      Fermat. (1601-1665) French.      Pascal. (1623-1662) French.      Newton. (1642-1727) English.      Euler. (1707-1783) Swiss.      Laplace. (1749-1827) French.      Gauss. (1777-1855) German.      Abel. (1802-1829) Norwegian.      Galois. (1811-1832) French. The list of mathematicians was chosen from a list of many. The choice is the instructor's. Other people teaching this course may choose a different collection. These were chosen because of the interesting aspects of their lives. Of course, Newton, Euler and Gauss have made such prominent contributions their names would probably appear on everyone's list.
Part VII.	BIOGRAPHICAL SKETCHES OF FEMALE MATHEMATICIANS
	A partial list of some of the female mathematicians whose lives we may discuss in class. Not all can be discussed in the time available; however, there are some who must be discussed. For many years female mathematicians were ignored in the history of mathematics writings.      Hypatia (370-415) Greek      Sophie Germain (1776-1831) French      Sonya Corvin-Krukovsky Kovalevsky (1850-1891) Russian      Emmy (Amalie) Noether (1882-1935) German The list of female mathematicians was chosen from a list of many. The choice is the instructor's. Other people teaching this course may choose a different collection. These were chosen because of the interesting aspects of their lives. As well as for their contributions to mathematics.
Part VIII.	THE 20th CENTURY
	A brief history of the development of the computer. Mathematics and modern society. Have the giant strides of advancements in mathematics in the 19th and 20th centuries left the average person floundering in its wake? What effects have the educational processes of the "new math" of the 1960 had on modern education? What are the new standards for K-12 mathematics education? Where do we go now? Here we will discuss what may be in store for the mathematician in the future. Might the mathematician, in the classical sense of the word, disappear with future advances in computer technology? Or, will there always be a need for people who dream mathematical thoughts?
THE STUDENTS' RESPONSIBILITY
The student is responsible for attending class and for all reading materials and assignments. Take care not to postpone doing work until the last minute. Assignments will consist of written assignments and a term project.  All written assignments must contain a bibliography.  Not all references should be from the internet (no Wikipedia references please) and no encyclopedias (Brittanica, Compton, etc.) should be used.  Get to know your library!  Cutting and pasting from web sites is NOT permitted--the punishment will be harsh. These assignments will be submitted to me electronically in a PDF format. The written assignments should be contained in a notebook (loose-leaf binder) as well as submitted to me electronically as PDF files. The building of this notebook should start with the beginning of the semester. It should contain all written assignments, as well as any other material you feel is interesting or important to you. The contents of the notebook should be arranged in sections for ease of locating material. This will make a handy reference for your future use, so arrange it for your convenience. An example might be: Section 1. Overview   In this section you will write a brief overview of the history of mathematics from the beginning to the 21st Century. This will be an ongoing task that will last throughout the semester. The end result should be about 6-8 pages and should include important names, dates and events. I will ask you to submit a PDF file of your current version at various times during the semester. So start this project immediately. Section 2. Biographies  This section should contains at least 25 brief biographies of which at least 5 should be women. Section 3. Problems  We will work problems in class and you will be assigned some problems to do. This section should include these problems, as well as any others you care to include. Section 4. Term Paper   You will be asked to write a term paper on a topic of your choice -- approved by me. It may be a paper on a particular time and place in the history of mathematics (for example, 17th Century France), or it may be on the history of a particular branch of mathematics (geometry, calculus, etc.) You should start thinking about potential topics early. Section 5. Miscellaneous  Anything you might want to keep in this notebook. For example, I will write up special notes at times and you might want to keep them here. Also you might find something interestig that you want to jot down and there is no other appropriate place in the notebook to put it. Section 6. Classroom Activities  This section would be for prospective teachers. It could contain ideas for classroom activities inspired by history. It could also be ideas for just introducing appropriate historical comments into class discussions.
The Final Examination will be Tuesday, Dec. 10, from 10:00 AM to 11:50 AM. Brief oral presentations of your term papers will be given at this time. Attendance is required.
GRADES
Final grades will be determined by the contents of your notebook. All written assignments will be graded. The following scale gives an idea of the worst grade you would receive. 100 - 94 A 93 - 90 A- 89 - 86 B+ 85 - 82 B 82 - 80 B- 79 - 74 C+ 73 - 68 C 67 - 65 C- 64 - 60 D+ 59 - 55 D 54 - 50 D- 49 -> F

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A standard of honesty, fairly applied to all students, is essential to a learning  environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by the appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty constitutes dismissal from the University.                       

(WSU Student Code of Conduct)
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