ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE. School of Mathematical Sciences
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1 ! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COS-MATH-291 History of Mathematics 1.0 Course designations and approvals: Required Course Approvals: Approval Approval Request Date Grant Date Academic Unit Curriculum Committee College Curriculum Committee Optional Course Designations: Yes No General Education Writing Intensive Honors Approval Request Date Approval Grant Date 2.0 Course information: Course Title: History of Mathematics Credit Hours: 3 Prerequisite(s): COS-MATH-181 -based Calculus or permission of the instructor Co-requisite(s): None Course proposed by: School of Mathematical Sciences Effective date: Fall 2013 Contact Hours Maximum Students/section Classroom 3 35 Lab Workshop Other (specify) 2.1 Course conversion designation: (Please check which applies to this course) Semester Equivalent (SE) to: Semester Replacement (SR) to: New 2.2 Semester(s) offered: Fall Spring Summer Offered every other year only Other Page 1 of 5
2 2.3 Student requirements: Students required to take this course: (by program and year, as appropriate) None Students who might elect to take the course: Students majoring in Applied Mathematics, Computational Mathematics, and Applied Statistics or students interested in the history of mathematics. 3.0 Goals of the course: (including rationale for the course, when appropriate) 3.1 To acquire awareness of the historical setting of mathematical developments 3.2 To provide an opportunity to write about mathematics 3.3 To gain a broader knowledge of the mathematical sciences 3.4 To understand how the history of mathematics relates to the development of the courses standard in the undergraduate curriculum 4.0 Course description: (as it will appear in the RIT Catalog, including pre- and co-requisites, semesters offered) COS-MATH-291 History of Mathematics This course is an introduction to the history of mathematics that covers some of the major developments in the history of mathematics, their historical background, and the people who made them. It provides the opportunity to study and to write about these topics. The topics will include Pythagoras, Newton and Leibniz, and Cantor. (COS-MATH-181 -based Calculus I or permission of the instructor) Class 3, Credit 3 (Spring, alternate years) 5.0 Possible resources: (texts, references, computer packages, etc.) 5.1 Newman, The World of Mathematics, Dover Publications, New York, NY 5.2 Burton, The History of Mathematics, An Introduction, McGraw-Hill, Columbus, OH 5.3 Eves, Great Moments in Mathematics Before 1650, MAA, Washington, DC 5.4 Eves, Great Moments in Mathematics After 1650, MAA, Washington, DC 5.5 Stillwell, Mathematics and Its History, Springer-Verlag, New York, NY 5.6 Burton, The History of Mathematics, Prentice-Hall, Upper Saddle River, NJ 6.0 Topics: (outline) 6.1 Early Mathematics Ancient Egyptian and Babylonian Ancient Indian and Chinese Ancient Chinese Greek Medieval 6.2 Renaissance Polynomial Page 2 of 5
3 6.2.2 Perspective drawing 6.3 Number Theory Fermat Mersenne Goldbach 6.4 Calculus and the Scientific Revolution Galileo, Newton, and Leibniz Infinite series Euler and the Bernoullis 6.5 Probability Fermat and Pascal Bernoulli and Laplace 6.6 Number Theory Fermat, Mersenne, Goldbach, and Euler 6.7 The 19th Century Gauss, Galois, Lobachevsky and more 6.8 Cantor and the Infinite 6.9 Logic Peano, Boole, Hilbert, Russell, and Gödel 7.0 Intended learning outcomes and associated assessment methods of those outcomes: Assessment Methods Learning Outcomes 7.1 Recognize the historical settings for mathematical studies 7.2 Write about the history of mathematics 7.3 Explain the major developments in the history of mathematics 7.3 Recognize persons prominent in the history of mathematics and their achievement Page 3 of 5
4 8.0 Program goals supported by this course: 8.1 To develop an understanding of the mathematical framework that supports engineering, science, and mathematics. 8.2 To develop critical and analytical thinking. 8.3 To develop an appropriate level of mathematical literacy and competency. 8.4 To provide an acquaintance with mathematical notation used to express physical and natural laws. 9.0 General education learning outcomes and/or goals supported by this course: Assessment Methods General Education Learning Outcomes 9.1 Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion 9.2 Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information 9.3 Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Page 4 of 5
5 Assessment Methods General Education Learning Outcomes 9.4 Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes 9.5 Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to coursebased assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information: (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) None Page 5 of 5
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