Date
|
Topic
|
Reading
|
Assignment
|
|
|
|
|
Counting
|
|
|
|
8/21
|
Ishango Bone
|
No reading
|
|
8/23
|
Egyptian Enumeration
|
Crest of the Peacock, Ch 3, pp 79-100 |
|
8/25
|
Egyptian Fractions
|
Crest of the Peacock, Ch 3, pp 100-109, 119-122 |
|
8/28
|
Mesopotamian Enumeration
|
Crest of the Peacock, Ch 4, pp 125-144 |
|
8/30
|
Hindu-Arabic Numerals
|
Crest of the Peacock, Ch 8 pp 312-318, 338-349, Ch 10 pp 461-466
|
Assignment 0
|
9/1
|
Cantor
|
God Created the Integer, pp 1131-1136
|
|
9/4
|
NO CLASS -- LABOR DAY
|
|
|
Geometry
|
|
|
|
9/6
|
Plimpton 322
|
Words
and Pictures: New Light on Plimpton 322 |
Assignment 1
|
9/8
|
Classical Greek Geometry
|
Journey Through Genius, Ch 1, pp
1-11 |
|
9/11
|
Classical Greek Geometry
|
Journey Through Genius, Ch 1, pp
11-20 |
|
9/13
|
Hellenistic Greek Geometry
|
Shape, Ch 2, pp 9-32 |
Essay 1
|
9/15
|
Hellenistic Greek Geometry |
Euclid's Elements, Book I, Definitions
I.1-I.23, Postulates I.1-I.5, Common Notions I.1-I.5, Proposition
I.1, Proposition
I.5, Proposition
I.29 |
|
9/18
|
Hellenistic Greek Geometry |
Euclid's Elements, Book I, Proposition
I.32, Proposition
I.41, Proposition
I.47 |
|
9/20
|
Lobachevsky
|
God Created the Integers, pp 697-703 |
Assignment 2
|
9/22
|
Bolyai
|
God Created the Integers, pp 743-749 |
|
Algebra
|
|
|
|
9/25
|
Medieval Islamic Algebra
|
Episodes in the Mathematics of
Ancient Islam, Ch 1, pp 7-10, 13-16, 31-33 |
|
9/27
|
Medieval Islamic Algebra
|
Episodes in the Mathematics of
Ancient Islam, Ch 4, pp 124-126, 146-150 |
Assignment 3
|
9/29
|
Early Renaissance Algebra
|
Journey Through Genius, Ch 6, pp
133-147 |
|
10/2
|
Early Renaissance Algebra
|
Journey Through Genius, Ch 6, pp
147-154 |
|
10/4
|
Abel and Galois
|
Niels
Abel, Evariste
Galois
|
Essay 2
|
10/6
|
Hilbert
|
David
Hilbert, Wikipedia
page on Hilbert's 23 Problems |
|
10/9
|
WWII Mathematics
|
Mathematicians Fleeing from Nazi
Germany, Ch4, pp 59-89
|
|
10/11
|
WWII Mathematics |
Mathematicians Fleeing from Nazi
Germany, Ch4, pp 90-101 |
Assignment 4
|
10/13
|
WWII Mathematics |
Mathematicians Under the Nazis,
pp 125-127 (Landau), 442-450 (Teichmuller), 455-461 (Hausdorff), 477-480
(Kahler) |
|
10/16
|
WWII Mathematics |
Refugee
Mathematicians in the United States of America, 1933-1941 |
|
10/18
|
WWII Mathematics |
Emmy
Noether
|
Assignment 5
|
Analysis
|
|
|
|
10/20
|
Archimedes
|
Archimedes
of Syracuse |
|
10/23
|
NO CLASS -- FALL BREAK
|
|
|
10/25
|
Archimedes
|
Archimedes
on the Circumference and Area of a Circle |
Essay 3
|
10/27
|
Newton
|
A Brief History of Time, pp 181-182, God Created the Integers,
pp 365-373 |
|
10/30
|
Newton
|
Newton's
Method of Fluxions, pp 94-95, parts 47, 48, 49 |
|
11/1
|
Newton and Leibnitz
|
The
Newton-Leibnitz Controversy over the Invention of Calculus
|
Assignment 6
|
11/3
|
Bernoulli and L'Hoptial
|
The Correspondence of Bernoulli
and L'Hoptial pp 7-10 |
|
11/6
|
The Bernoullis
|
The
Bernoullis and the Harmonic Series |
|
| Number
Theory |
|
|
|
11/8
|
Hellenistic Greek Number Theory |
Euclid's Elements, Books VII and
IX, Proposition
VII.31, Proposition
IX.14, Proposition
IX.20 |
Assignment 7
|
11/10
|
Medieval Islamic Number Theory |
Episodes in the Mathematics of
Ancient Islam, Ch 7, pp 223-224 |
|
11/13
|
Euler |
God Created the Integers, pp 383-387 |
|
11/15
|
Euler
|
God Created the Integers, pp 388-392 |
Essay 4
|
11/17
|
Gauss |
God Created the Integers, pp 591-593 |
|
11/20
|
Gauss
|
God Created the Integers, pp 593-598 |
|
11/22
|
NO CLASS -- THANKSGIVING BREAK |
|
|
11/24
|
NO CLASS -- THANKSGIVING BREAK
|
|
|
| Algortihms |
|
|
|
11/27
|
Lovelace and Babbage |
The
Thrilling Adventures of Lovelace and Babbage - The Origin,
Wolfram's blog
post from the top through "What Ada Actually Wrote" |
|
11/29
|
Lovelace and Babbage
|
Jacquard's Web, pp 1-5, Wolfram's blog
post from "What Ada Actually Wrote" to the end |
Assignment 8
|
12/1
|
Turing |
Alan Turing - A
Short Biography, Yours
in Distress, Alan |
|
12/4
|
Robinson
|
How
Julia Robinson Helped Define the Limits of Mathematical Knowledge |
|
12/6
|
Last Day of Class
|
No Reading
|
Essay 5
|