| |
Historical Aspects of Classroom Mathematics
| Credits |
8 credit points |
| Instructors |
Wepster, Steven (Universiteit Utrecht) |
| E-mail |
S.A.Wepster@uu.nl |
| Aim |
Students expand their knowledge of the history of mathematics, and develop their skills of using historical sources, particularly for education. |
| Description |
This course fits well in a Science & Education Master; 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, trigonometry, algebraical notations, early developments towards the calculus, the emergence of the function concept. 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. |
| Organization |
Weekly lectures; homework; project. |
| Examination |
60% homework assignments
40% final research assignment |
| Literature |
W P Berlinghoff and F Q Gouvêa, Math Through the Ages: A Gentle History for Teachers and Others. (paperback: ISBN: 978-1-881929-21-5; the expanded hc edition is ok, too). Additional handout material will be made available against a small fee. |
| Prerequisites |
Some general knowledge of the history of mathematics (reading a general hist of math, or the first 60 p. of Math Through the Ages, will give you a start); mathematics at Bachelor level. |
| Remarks |
Important information.
|
|
