| Course Name: | HISTORY OF MATHEMATICS |
| Code | Course type | Regular Semester | Theoretical | Practical | Credits | ECTS |
| MATH 412 | 2 | 8 | 2 | - | 2 | 4 |
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| Name of Lecturer(s)-Academic Title: | Jamal Gaderov - |
| Teaching Assistant: | - |
| Course Language: | English |
| Course Type: | Non-area Elective |
| Office Hours | 8:45- 17:00
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| Contact Email: | [email protected]
Tel:07507285243
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| Teacher's academic profile: | MSc
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| Course Objectives: | To give information about the birth of calculus. Especially, differential and integral calculus. History of number theory especially Diophantine equations. Furthermore, history and importance of some branches of mathematics such as topology, functional analysis etc. Asian mathematicians and their contributions to mathematics in historical aspect. |
| Course Description (Course overview): | The development and the operations of arithmetic dating from the 5000s B. C. , the studies made on mathematics in the subjects, Mathematics borning from daily needs, Ancient Egypt and Babel Mathematics, Old Greek mathematics; Thales, Pythagoras, Hippocrates and Eudoxous, Euclid, Archimedes and Eratosthenes, Apollonius Ptolemy, Heron and Diaphanous, Islamic world mathematicians; Harizmi and Banu Musa, Abu Kamil, Abul Vefa, Al-Karkhi, Omer Hayyam, el Biruni, Uluğ Bey, Kadızade, Ali Kuşçu, student presentations. |
COURSE CONTENT| Week | Hour | Date | Topic | | 1 |
2 |
3-7/2/2019 |
Ancient Mathematics in Egypt , Mesapotomiya | | 2 |
2 |
10-14/2/2019 |
The Greek Mathematics. Symbolism |
| | 3 |
2 |
17-21/2/2019 |
History of number theory. Diophantine equations | | 4 |
2 |
24-28/2/2019 |
History of number theory. Diophantine equations |
| | 5 |
2 |
3-7/3/2019 |
Solution of cubic equations. Vieta\\\'s contributions. Evariste Galois | | 6 |
2 |
26-28/3/2019 |
History of Geometry. The birth of trigonometry |
| | 7 |
2 |
31/3-4/4/2019 |
History of Geometry. The birth of trigonometry | | 8 |
2 |
7-11/4/2019 |
Mathematics in Europe and Asia. European and Asian mathematicians |
| | 9 |
2 |
14-18/4/2019 |
Midterm Exam | | 10 |
2 |
21-25/4/2019 |
The birth of Calculus. Differentiation and Integration (historical approach) |
| | 11 |
2 |
28/4-2/5/2019 |
The birth of Calculus. Differentiation and integration (historical approach) | | 12 |
2 |
5-9/5/2019 |
Modern Geometry. History of Topology |
| | 13 |
2 |
12-16/5/2019 |
The birth of functional analysis. | | 14 |
q |
19-23/5/2019 |
L..Euler and his contributions to mathematics |
| | 15 |
2 |
26-30/5/2019 |
Millennium Prize Problems and their history | | 16 |
2 |
9-13/6/2019 |
Final Exam |
| | 17 |
2 |
16-20/6/2019 |
Final Exam |
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COURSE/STUDENT LEARNING OUTCOMES | | | 1 | History and importance of differential , integral calculus | | 2 | History of number theory, topology, functional analysis | | 3 | Asian mathematicians and their contributions to science |
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COURSE'S CONTRIBUTION TO PROGRAM OUTCOMES
(Blank : no contribution, I: Introduction, P: Profecient, A: Advanced ) | Program Learning Outcomes |
Cont. | | 1 | Demonstrate an understanding of the common body of knowledge in mathematics. | P | | 2 | Demonstrates an understanding of pedagogical content knowledge, technology and perfectible assessment. | | | 3 | Demonstrate the ability to think critically, research scientifically, and become modern and up-to-date. | | | 4 | Understands the interrelationship of human development, cognition, and culture and their impact on learning. | A | | 5 | Demonstrate the ability to apply analytical and theoretical skills to model and solve mathematical problems. | | | 6 | Demonstrate the ability to effectively use a variety of teaching technologies and techniques and classroom strategies to positively influence student learning. | | | 7 | Understands how to form connections among educators, families, and the larger community to promote equity and access to education for his/her students. | P | | 8 | Understands assessment and evaluation of student performance and learning and program effectiveness. | | | 9 | Communicates effectively and works collaboratively within the context of a global society. | P |
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| Prerequisites (Course Reading List and References): | Luke Hodgkin ,A History of Mathematics: From Mesopotamia to Modernity.
Steven G. Krantz, An episodic history of mathematics. Mathematic
Victor J.Katz, A History of Mathematics |
| Student's obligation (Special Requirements): | Luke Hodgkin ,A History of Mathematics: From Mesopotamia to Modernity.
Steven G. Krantz, An episodic history of mathematics. Mathematic
Victor J.Katz, A History of Mathematics |
| Course Book/Textbook: | Luke Hodgkin ,A History of Mathematics: From Mesopotamia to Modernity.
Steven G. Krantz, An episodic history of mathematics. Mathematic |
| Other Course Materials/References: | Luke Hodgkin ,A History of Mathematics: From Mesopotamia to Modernity.
Steven G. Krantz, An episodic history of mathematics. Mathematic |
| Teaching Methods (Forms of Teaching): | Presentation, Seminar, Self Evaluation, Project |
COURSE EVALUATION CRITERIA
| Method | Quantity |
Percentage (%) | | Attendance | 1 | 10 | | Project | 1 | 10 | | Midterm Exam(s) | 1 | 25 | | Presentation | 1 | 15 | | Final Exam | 1 | 40 |
| Total | 100 |
Examinations: Essay Questions, Short Answers, Matching |
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Extra Notes:
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ECTS (ALLOCATED BASED ON STUDENT) WORKLOAD| Activities | Quantity | Duration (Hour) | Total Work Load | | Contact Hours (Theoretical hours + Practical hours/2) x Weeks | | | 0 | | Hours for off-the-classroom study | | | 0 | | Study hours for the Midterm Exam | | | 0 | | Study hours for the Final Exam | | | 0 | | Other | | | 0 | | ECTS | | | 0 | | | | 0 | | | | 0 | | Total Workload | 0 | | ECTS Credit (Total workload/25) | 0 |
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