MATHEMATICS: PRACTICE AND POWER
Overview. Mathematics is a precise language for systematic pattern recognition. It is enriched by contributions and developments in many different cultural contexts, and by diverse groups of people. In this writing-intensive course, students will study the different cultural, historical, artistic, and scientific resonances of mathematics and mathematical practice, guided by their passions and interests. Through our readings, we will discuss how history and culture impact who counts as a mathematician, and what counts as mathematics.
Meetings. MW 4:00-5:20pm, THO 325
Instructor: Jayadev Athreya, jathreya@uw.edu. Office Hours: Tuesday 3-4pm, C-419 Padelford Hall
Course structure and schedule. This is a seminar-style course meeting twice a week for 80 minutes, with readings and short response questions assigned before each class. Much of the class time will be discussion of the mathematical and historical aspects of the readings. The course is broadly divided into three units.
Unit 1. The Genius Box. We will explore the idea of genius, and how it affects the idea of who counts as a mathematician. We will read and discuss personal essays and lectures by mathematicians, as well as watch and discuss some interesting documentary films.
Unit 2. Mathematics and Power. We will discuss how mathematics is part of society, and thus both impacts and is impacted by power. We will read essays on the history of funding for mathematics, and the impacts of mathematics in various sectors of society.
Unit 3. Mathematical Practice. We will discuss how what counts as mathematics, and how the practice of the discipline of mathematics has evolved and changed with time and technology. We will explore, among other ideas, the history of chalkboards and how this has impacted mathematics.
Assessments/Assignments.
Readings, short responses, and class participation (40%). Students will commit to completing reading assignments and preparing short responses addressing both the mathematical and cultural aspects of the readings. These readings and responses will serve as a starting point for class discussions. The short responses will be handwritten on paper, at the end of the class period.
Unit papers (20% each, for a total of 60%) Students will write 500-1000 word essays on a final discussion question for Units 1-3. These will be handwritten on paper, and due at the end of the class period on the due date.
The reason for making these assignments handwritten is that current research shows that handwriting is a contributor to better student learning outcomes.