**Text**: * History of Mathematics*, David
M. Burton, Sixth Edition

Prerequisites: MTH 142 or 132

**Exams and Grading**: There will be two exams,
some homework assignments, and the final presentation..

TWO HOUR TESTS: 45 percent

PRESENTATIONS, QUIZZES, AND HOMEWORK: 40 percent

FINAL PRESENTATION: 15 percent

**Aims and Objectives-Short Version**

The course aims to illustrate the following:

**1**. How mathematics has been, and still is,
a developing subject.

**2**. How advances in mathematics are driven
by problem solving and how initial formulations

often lacked rigor.

**3**. How good mathematical notation is vital
to the development of the subject.

**4**. How mathematical ideas that are considered
"elementary" today have great level of sophistication.

**5**. To teach you how to use the library and
technology, especially the internet.

**6**. To improve your oral and written communication
skills in a technical setting.

By the end of the course students are expected to be able to:

**1**. understand, describe, compare and contrast
the main ideas and methods studied in the
course.

**2**. apply the methods to given examples.

**3**. develop a broad historical appreciation
of the development of mathematics.

**4**. understand that even very abstract results
of pure mathematics affect everyday lives.

**5**. have effective presentation style in a
technical setting.

**Objectives-Detailed Version**

The main aim of this course is to introduce the study of the history of mathematics. This means both telling the story of the development of mathematics in the past, and practicing the historical judgements and methods that enable the story to be told. The course should also deepen your understanding of the role the mathematics has played in society.

**Topics**

The course is intended for interested people from a variety of backgrounds: students of mathematics who want more understanding of its historical development, teachers of mathematics at all levels, who will find such material enriching to their students' learning, and people who have a general interest in social and cultural history.

Our approach is based on texts and the materials that can be found on the Internet.

The major topics that will be covered are:

** Mathematics in the ancient
world** moves from the
earliest evidence for mathematical activity, before the time of the Egyptians
and Babylonians, through the achievements of classical Greece to Euclid's

** Through the Middle Ages to
the seventeenth century .** We follow the development
of the algebraic approach through Muslim culture and then the rediscovery
in Europe of classical Greek texts at the end of the sixteenth century,
which helped lead to a flowering of mathematics in the next century. We look
at the time of Napier (logarithms) in Scotland; Descartes (algebraic geometry)
in France; Kepler in Germany and Galileo in Italy applying mathematics to
the world; and the invention of the calculus.

** The seventeenth and eighteenth
centuries. **The calculus was invented, independently
and in rather different ways, by Newton and Leibniz (building on the work
of many earlier mathematicians). What were the consequences of this? We
trace some developments through the eighteenth century, and examine how algebraic
concerns reached almost their modern form in the work of the great Swiss
mathematician Leonhard Euler.

** Topics in nineteenth-century
mathematics.** Is Euclid's 'parallel postulate' necessarily
true, or can other logically consistent geometries be devised? Can a formula
be found for solving equations of the fifth degree or, if not, why not?
Were the foundations of the calculus secure - if not, what to do about
it? Can calculation be mechanized, and at what cost? Can you 'prove'
a theorem by using a computer? These are some of the questions discussed
in this survey of characteristic topics of nineteenth-century mathematics
that are the basis for many of the concerns and approaches of mathematics
in the twentieth century.

* Topics in twentieth century
mathematics. *This part is based
on the students project which brings a brilliant collection of 20th-century
mathematical theories, leading the reader on a fascinating journey of discovery
and insight.

__Illness
Due to Flu
__

The
H1N1 Flu Pandemic may impact classes this semester.
If any of us develop flu-like symptoms, we are being advised to stay
home until the fever has subsided for 24 hours.
So, if you exhibit such symptoms, please do not come to class.
Notify me at 874-4436 or mkulenovic@mail.uri.edu of your status, and we
will communicate through the medium we have established for the class.
We will work together to ensure that course instruction and work is
completed for the semester.

The
Centers for Disease Control and Prevention have posted simple methods to avoid
transmission of illness.
These include:
covering your mouth and nose with a tissue when coughing or sneezing;
frequently washing your hands to protect from germs; avoiding touching your
eyes, nose and mouth; and staying home when you are sick.
For more information, please view www.cdc.gov/flu/protect/habits.htm.
URI information on the H1N1 will be posted on the URI website at www.uri.edu/news/H1N1,
with links to the www.cdc.gov site.

Important links:

The MacTutor History of Mathematics archive

**Instructor**: Dr. M. Kulenovic, Tyler 216/ Lippitt 200, X44436,

e-mail: *mkulenovic@mail.uri.edu*

**Online information**: *www.math.uri.edu/courses
*or *www.math.uri.edu/~kulenm*

**Office hours**: MTW: 11-12,

**Time**: MWF: 12-1
**Room: ** Lippitt 204

Section |
Homework Problems |
Section |
Homework Problems |

2.3 |
2-4,7-10,14,22 |
5.5 |
1,3,7,11,14,18 |

2.4 |
2-4,8 |
||

2.5 |
3,4,6-8,10 |
6.2 |
4-9,11,12 |

2.6 |
2-8 |
6.3 |
2-5 |

3.2 |
2,5,10,11,12,14 |
7.3 |
1,2,4,12-15 |

3.3 |
2,4,5,7,8,11,12,22 |
7.4 |
1,2,4,6 |

4.3 |
4,6,11-14,22,25 |
8.2 |
5-7,10 |

4.4 |
6,7 |
9.3 |
6,9-12 |

4.5 |
4,5 |
10.1 |
2,5,8 |

5.3 |
5,7,8,10,14,15,20 |
10.2 |
3-7 |

5.4 | 1,2 | 10.3 |
5,7,11,12 |