EDSE 6641 History of Mathematical Thought

This course treats the major mathematical creations and developments from ancient times through the first few decades of the 20th century. It aims to present the central ideas, with particular emphasis on those currents of activity that have loomed largest in the main periods of the life of mathematics and have been influential in promoting and shaping subsequent mathematical activity. The concept of mathematics, the changes in that concept in different periods, and the mathematicians' own understanding of what they were achieving are also vital concerns. The organization of the course emphasizes the leading mathematical themes rather than the men. The goal is for the student to develop greater depth of understanding of mathematics, and to learn a variety of methods for approaching mathematical problems. In the modern classroom we tend to focus on mathematics as calculation and symbol manipulation, but the calculation algorithms and the symbol systems were developed from earlier methods, and learning those methods greatly informs our appreciation of modern methods.

Credits

3

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate they can:

1. Know that the best mathematics teaching in classrooms stresses the understanding of mathematical thinking rather than mastery of mathematical processes.
2. Know the major developments of mathematics across history, from ancient times to the present.
3. Understand the ways in which mathematical thought has evolved over time, with previous developments and discoveries laying the foundation for subsequent ones.
4. Understand that mathematical thought has developed in meaningful ways across different cultures, each contributing uniquely to present understandings.
5. Understand that historical knowledge of mathematical thought can provide context for teaching within classrooms today: Historical understandings help teachers tell the “stories” behind the processes upon which math curriculum is often built.
6. Understand that by making math relevant to students through historical contexts, math becomes more accessible, interesting, and engaging.
7. Understand that their personal knowledge and views on the history of mathematical thought directly impact the choices regarding instructional planning, delivery, and perception of student potential.