Syllabus

This page serves as the syllabus for math100-a23, Mathematics of Puzzles and Games, taught by Chris Eppolito in the Advent semester. I may change any portion of this document at any time. In the event this is necessary, I will contact enrolled students by email.

Read this document carefully. This is a contract between us concerning how our course will run.

Many students leave high school believing that mathematics is some combination of the following.

• a collection of formulas for rote memorization
• a collection of strategies for computation
• a necessary evil for doing "real" science
• a sequence of classes needed to graduate
• difficult or boring

Each notion above does have a grain of truth to it (exception: mathematics is NOT boring). However, even in tandem, these miss something about what mathematics truly is.

Most high school mathematics courses are designed with the intention of building up memorization and computation skills. This course will stress a few aspects of mathematics that are often missed in a high school education. Mathematics is about logical reasoning and answering questions with deductive reasoning. Moreover, mathematics can be a fun and practical part of everyone's life, as long as they are willing to keep an open mind!

In many ways, mathematics is both an art and a science. The true goal of this course is two-fold: (1) to expand the student's viewpoint on what constitutes mathematics, and (2) to help students see how mathematics relates to their academic, social, and personal lives.

The official description of this course from the course catalogue is…

Intended for prospective majors outside of mathematics, computer science, and the physical sciences, this course focuses on one or more important areas of mathematics with emphasis on the creativity and power of abstract representation, mathematical inquiry, and logical reasoning. Specific past topics have included calculus, probability, number theory, group theory, and encryption. Current topics vary by instructor.

At the end of this course, you should…

1. have a stronger command of logic,
2. be able to model many deductive arguments to check for logical flaws,
3. be familiar with some common mathematical puzzles and games, and
4. have some strategies for analyzing said puzzles and games.

Here is what I expect from you at a minimum.

• Submit your own work, and adhere to the Honor Code (more below).
• Be mindful and courteous during ALL interactions with me and your peers (including emails).
• Communicate with me if you have any concerns—I can help you, but I need to know that I should! As communication is a two-way street, you also need to read the emails I send and pay attention to what is said during lectures.
• Participation in class discussions and assignments.
• You must check the website for updates daily. I will not remind you of deadlines: you are responsible for knowing when assignments are due and planning accordingly so that they are submitted on time.

• Your work must clearly demonstrate the logic you used, and may only use methods and notations discussed in my lectures (or OK'd by me in advance). Everything you turn in must be legible AND well-organized, with clear logic describing your solution.

  A few thoughts on how I do this:

  1. Write a first draft which addresses the assignment.
  2. REWRITE that draft, remembering that other people have to understand it without me there to explain it.
  3. Take some time to do other things (e.g., get a coffee or have a nap).
  4. Return to the work, and check that it still makes sense.
  5. Repeat 2–4 as necessary until my work makes me and my audience proud.

  Remember: if your work would be too messy or unclear for an English class, it's too messy for my class.

You agreed to follow the Honor Code when you matriculated. All forms of academic dishonesty, including plagiarism, are violations of the Honor Code and will be treated as such. If you ever have a question about an assignment or need additional help, please ask for assistance rather than jeopardize your academic career.

The University of the South is committed to fostering respect for the diversity of the University community and the individual rights of each member of that community. In this spirit, and in accordance with the provisions of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), the University seeks to provide students with disabilities with the reasonable accommodations needed to ensure equal access to the programs and activities of the University.

Any student with a documented disability needing academic adjustments is requested to speak with Student Accessibility Services (SAS) as early in the semester as possible. If approved for accommodations, the student has the responsibility to present their instructors with a copy of the official letter of academic accommodations. Please note: Accommodation letters should be dated for the current term; accommodations will not be provided without a current accommodation letter; and accommodations cannot be applied retroactively.

SAS is located in the Office of the Dean of Students (931.598.1229). Additional information about accommodations can be found on the Student Accessibility Services website.

Students who have questions about physical accessibility should inform their instructors so that we can ensure an accessible, safe, and effective environment.

YOU are responsible for obtaining the final grade you want in this course. If you want an A, make sure your grades are in the A range.

There is NO EXTRA CREDIT, so please don't ask for it. If you need help, I can provide it as long as I know you want it! When all is said and done, you will get the grade you earn.