Instructor:
Steven Wepster (for email see bottom of page)
tel. 030-253 1531.
Classroom:
BBL169 (BBL=Buys Ballot Lab, Princetonplein 5)
Times:
Fridays, 14:00 to 16:45.
First meeting: 10 February.
See schedule below for other dates.
Course description:
This course fits well in a Science & Education Master programme.
However, this is NOT a general introduction into the history of mathematics.
Participants investigate the emergence and the historical
context of a number of subjects that populate modern highschool
courses, such as: classical geometry, conics (synthetic as well
as analytical), algebraical notations, early developments towards
the calculus, the emergence of the function concept. Development
of (Dutch) math education until the 19th century. Extra topics
varying from year to year, e.g., higher dimensional geometry,
emergence of abstract algebra, spherical trigonometry.
A significant part of the course consists of excercises and assignments which have to be finished at home. At the end of the course, students write a paper on a research assignment.
We will also discuss journal papers on the use of history of mathematics in the classroom. Every week, a team of students will present an introduction to an assigned paper, while another team will be charged with the task to challenge the views expressed in the paper.
Aims:
After the course, students have a general knowledge of the history of
the usual topics of highschool mathematics. Students are familiar with
different ways to incorporate history in mathematics education
and can identify pros and cons of using history in
mathematics education. Students are able
to find and use both primary and secondary sources. Students can
design an activity that incorporates historical components for the
learning of mathematics.
Prerequisites:
Some general knowledge of the history of mathematics;
mathematics at Bachelor level.
Literature:
Students are required to have read a general introduction in the
History of Mathematics (such as Struik, Kline, Grattan-Guinness,
Boyer, etc).
We make use of a READER which is available for EUR 10,- at the Studiepunt, room BBL 184B.
Credits:
6 ECTS.
Credits can only be awarded to participants who have:
Examination:
25% group discussions and presentations,
25% homework excercises,
50% final research assignment
Schedule
The schedule is liable to change as circumstances require.
| date | subject | excercise | remarks | |
| 10 Feb | General introduction | al-Kāshī PLEASE COMMENT ON THESE COLLECTED RESULTS |
||
| 17 Feb | Surveying and navigation Paper: Swetz, pedagogy |
Mathematical Practitioners | ||
| 24 Feb | NO CLASS | SEE ASSIGNMENT FOR 17/2 | ||
| 2 Mar | Geometric Algebra Paper: Denniss, Arithmetic |
Euclid bk.II | ||
| 9 Mar | (?) Excursion to the University Library NO Paper today |
Sources | Heidelberglaan 3, 6th floor | |
| 16 Mar | Trisection, Delian Problem, Circle quadrature Paper: Tzanakis et al, Chapter 7.1-7.3 |
Cusanus | ||
| 23 Mar |
Paper: Van Maanen, Alluvial Deposits CANCELLED (rescheduled to 27/4) |
Astrolabium workshop |
STARTS 13:15 in GROTE ZAAL AARDWETENSCHAPPEN | |
| 30 Mar | Emergence of algebra Paper: Høyrup: Four sides |
None | ||
| 6 Apr | No class, Good Friday | |||
| 13 Apr | Trigonometry Paper: Grattan-Guinness, History - Heritage |
Trigonometry | ||
| 20 Apr | Roots and logs Paper: Fauvel and Katz, Log |
Prove geometrically that the area under the hyperbola (y=1/x) from 1 to p, is equal to the area from q to pq. Deduce that the area (as function) has the addition property of logarithms, log(ab)=log(a)+log(b). | ||
| 27 Apr | TBA Papers: Barnett AND Van Maanen |
|||
| 4 May | Calculus Paper: Sandifer et al, Planimeter |
|||
| 11 May | Probability, Statistics Paper: Bos, Recognition and wonder |
|||
| 18 May | No Class | |||
| 25 May | History of Math Teaching Kruger, Curriculum |
|||
| 1 June | No class | (or earlier) Exchange project with peers | ||
| 8 June | No class | (or earlier) peers return project | ||
| 15 June | No class | DEADLINE hand-in project |
