<p> International Module</p><p>Name : Keith Claxton</p><p>Course Title and Number: Mathematics for General Studies / MATH 1010</p><p>Module Title : An International View of Mathematics</p><p>Module Description</p><p>This module will help students in Mathematics 1010 gain knowledge and understanding about the importance of the role of mathematics in the development of the modern world. Student will study mathematicians including the greatest mathematicians of all times. The following list of mathematicians are ranked in approximate order of “greatness”.</p><p>To qualify, the mathematician must be born before 1930 and his work must have breadth, depth, and historical importance. </p><p>6. Euclid 1. Isaac Newton 11. Alexander Grothendieck 7. Henri Poincaré 2. Carl F. Gauss 12. Pierre de Fermat 8. Joseph-Louis 3. Leonhard Euler 13. Niels Abel Lagrange 4. Archimedes 14. Évariste Galois 9. David Hilbert 5. Bernhard Riemann 15. John von Neumann 10. Gottfried W. Leibniz 26. Eudoxus of Cnidus 16. Karl W. T. Weierstrass 21. Peter G. L. Dirichlet 27. Emma Noether 17. René Déscartes 22. Hermann K. H. Weyl 28. Leonardo `Fibonacci' 18. Augustin Cauchy 23. Srinivasa Ramanujan 29. Muhammed al- 19. Carl G. J. Jacobi 24. Georg Cantor Khowârizmi 20. Brahmagupta 25. Arthur Cayley 30. Pythagoras of Samos Students will hear and write about the first written evidence of advanced arithmetic dates from Sumeria, where 4500-year old clay tablets show multiplication and division problems; the first abacus may be about this old. By 3600 years ago, Mesopotamian tablets show tables of squares, cubes, reciprocals, and even logarithms, using a primitive place-value system (in base 60, not 10). </p><p>Students will research and write about a selected mathematician from a country other than the United States. The paper will highlight the mathematician’s accomplishments. It will also describe the economic, political, and religious climates of the mathematician’s home country at the time of his/her life. A comparison will be drawn with life in that country today. Objective 1:</p><p>Students in Mathematics 1010 will develop greater knowledge of cultures other than their own and the impact of diverse cultural perspectives on world events.</p><p>1a. (Knowledge) Students will increase their knowledge of cultures in the world around them and how those cultures have been affected by mathematics and mathematical discoveries. </p><p>1b. (Knowledge) Students will recognize the role that differing cultural perspectives play in shaping world events as it relates to mathematics</p><p>Objective 2:</p><p>Students will acquire increased understanding of the international aspects of the mathematics.</p><p>2a. (Comprehension) Students will understand how international cultural diversity shapes the foundational elements, theory, research, and practice of mathematics by understanding how the mathematician’s creativity was influenced by the society in which he lived.</p><p>Objective 3: </p><p>Students in internationalized classes will demonstrate an awareness and understanding of the interdependence and consequences of international events and issues.</p><p>3a. (Application) Students will recognize how events in other nations affect the United States and how events in this country affect other nations, including economic, political, and religious climates of the mathematician’s home country.</p><p>Methodology </p><p>This international module will be infused into the classroom lectures throughout the 15 week semester. Worldwide benefits of research and discoveries in mathematics and the global history of mathematics will be discussed.</p><p>Lecture/Discussion – The instructor will discuss various international mathematicians, their effect on mathematics and how it is taught today. Lectures will include the international mathematicians, their accomplishments, and the environment of their home countries including economics, politics and religious climates. Assignment:</p><p>Students will research one of many notable international mathematicians and write a research paper including the following required aspects:</p><p> Identification of notable mathematician (1a. knowledge)</p><p> Time period of life (1a. knowledge)</p><p> Cultural uses of mathematics during the era (i.e. Aztec architecture implies practical geometry skills) (1a. knowledge)</p><p> Inventions related to mathematicians (i.e. 365-day calendar, cartography, sundials, spheres, pulleys) (2a. comprehension)</p><p> Discoveries (i.e. volume of cone, extension of arithmetic to the irrationals, summing formulas for geometric series) (2a. comprehension)</p><p> Economic climate of the era (3a. application)</p><p> Political climate of the era (3a. application)</p><p> Religious climate of the era (3a. application)</p><p> Resources (include a works cited page)</p><p>Evaluation – The paper will be graded according to the grading rubric attached. The grading rubric is on a scale of 1-4. The project will be 10 percent of the students grade for the course.</p><p>Resources: Textbook, Encyclopedia, current journals </p>