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Lecturer(s)
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Emanovský Petr, doc. RNDr. Ph.D.
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Course content
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1. Introduction ? Why it is good to know the histrory of mathematics? 2. The period of the emergence and formulation of basic abstract mathematical concepts: Prehistory of mathematics, formation of the first arithmetic and geometric ideas. 3. The period of mathematics of constant quantities: The character of mathematics in advanced ancient cultures (Egypt, Mesopotamia, India, China), development of mathematics as an independent science in ancient Greece, the Orient, and Western Europe. 4. The period of mathematics of variable quantities: The emergence of higher mathematics as a result of the development of industrial production. 5. The period of mathematics of generalized quantitative and spatial relations: The character of modern mathematics as a science and its relation to school mathematics.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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By the end of this course, students should: 1. Understand the major periods and key figures in the history of mathematics. 2. Recognize how mathematical ideas developed in response to practical, scientific, and philosophical problems. 3. Develop skills in reading, analyzing, and interpreting historical mathematical texts. 4. Appreciate the relevance of historical knowledge for teaching and understanding mathematics today.
2. Comprehension Students recognise the main periods of historical development of mathematics and their features.
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Prerequisites
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interest in history of mathematics
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Assessment methods and criteria
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Analysis of linguistic, Dialog
Credit: prepare and present a presentation on a designated topic from the history of mathematics.
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Recommended literature
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Boyer, C. B., & Merzbach, U. C. (2011). A History of Mathematics. Wiley.
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Cooke, R. L. (2013). The History of Mathematics: A Brief Course. Wiley.
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Gray, J., & Fauvel, J. (eds.). (1987). The History of Mathematics: A Reader. Macmillan.
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