Syllabus

This page serves as the syllabus for math330-e23, History of Mathematics, taught by Chris Eppolito in the Easter 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.

Nothing happens in a vacuum, though you might not know that from prior mathematics courses. In most high school mathematics curricula and many lower-division undergraduate mathematics courses, there is a strong focus on methods and problem-solving. This often leaves little time for discussion of the broader cultural and historical development of the subject, thereby leaving students with little knowledge of how things like the calculus actually developed over time.

Moreover, the mathematics curriculum is often presented in a manner which divorces its triumphs from the human condition. While certain dominant viewpoints on the philosophy of mathematics inspires this choice, the academic discipline would not exist as it does without the people who pushed her forward and the broader cultural contexts in which they lived. To this day, the influence of cultural, social, economic, and other biases impact the subject in many and complicated ways. Western mathematics education is greatly affected by these biases.

This course aims to address the state-of-affairs described above. We will cover substantial developments in the history of mathematics, including select developments in geometry, calculus, abstract algebra, logic. In the process, we aim to highlight some under-valued achievements and individuals, together with the hardships and discrimination they faced in their work.

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

A survey of classical mathematics from ancient times to the development of calculus, together with selected topics from the history of modern mathematics.

At the end of this course, you should…

1. Have some understanding of various developments in geometry, number theory, and the calculus.
2. Have a greater appreciation for the diversity of mathematics as an academic discipline and a human endeavour.
3. Have some knowledge of the life and work of various mathematicians.

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 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.