History of Mathematics Project List. 

You must select your term project from this list.  Those that are marked (Lesson) must be written as a lesson plan for the appropriate grade level.  Others may possibly be written as lesson plans.  No two students may have the same project.  Turn in a list of your top five choices on September 22. 2006.  If you do not turn in a preference list a project will be assigned to you.  In case of conflicts, projects will be assigned by random selection.

Projects have been assigned!  See your assignment below.  You may change to any unassigned project before September 29. Simply notify Dr. Rauff of your change by email.  No changes are allowed after September 29.

From Math Through the Ages

A.  p.62 #5.  JAQUELINE REMPALA

B. p.64 #21.    AMBER ROCK

C. p.64 #22.  CHRIS LANG

D. p.72 #3.    BRYAN KENNEY

E. p.78 #1.    KIM RYAN

F. p.92 #3.  (Lesson)    

G. p.100 #1.   

H. p.112 #2.  TJ GREENTHAL

I. p.120 #2.

J. p.126 #2.

K. p.126 #3.  HANNAH COMBS

L. p. 132 #2.  (Lesson)

M. p.146 #1. (Lesson)

N. p.146 #2.  RACHEL MORRISON

O. p.162 #2.  KATIE ODELL

P. p.176 #1.  JAMES STEVENS

Q. p.176 #2.  AMY FERRIES

R. p.192. #3 (Lesson)

S. p. 200 #2.  GINGER ARTIME

T. p.206 # 1.   LYDIA LINDEMANN

U. p.214 #3.

V. p.222 #3 (Lesson)  TRACI RAPP

W. p.230 # 1.  ANDREW ELLIS

X. p.236 #1  MATT MELCHER

Y. p.236 #2  (Lesson)  JOSH MCCLURG

Z. p.244 #1.  BRITTNEY GILLESPIE

Calculus Topics

AA. Compare and contrast the calculus of Newton with that of Leibniz in terms of their notation, their ease of use, and their foundation.  DAVE GOVEIA

BB.  Trace the development of the concept of the limit from Newton to Maclaurin to d'Alembert. How do their formulations agree or disagree? How do they compare with the modern formulation of this concept?   JACQUELINE MOUTRAY

CC. Discuss Zeno's paradoxes and their relevance to the calculus.  LEE SCHMIDT

DD. Describe Eudoxus' method of exhaustion. (Lesson)  BECKY MACHEN

EE.  What is the witch of Agnesi?  (Lesson)

Mathematics Elsewhere

FF.  Who was Claude Levi-Strauss? What is structural anthropology and why is it relevant to mathematics?  KATRINA STRAUSS

GG.  Compare and contrast the numeral systems of  Lakota, Navaho, Ojibwa and Nahuatl.  MATT DAHLMAN

HH. Discuss the mathematics of the Vedas.  CHRISTINE LAPORTE

II. String figures and mathematics (Lesson)  JONELLE REYNOLDS

Discuss some aspect of the ethnomathematics of

JJ. the Yoruba.

KK. the Warlpiri.

LL.  the Tshokwe.

MM. the Maori.     NATALIE MENTZER

NN. the Quechua.

Early Mathematics

OO.  Report on the Ishango Bone and other paleolithic objects that may be mathematical in content.

PP.  What is the tetraktys?

QQ.  What is the lo shu? (Lesson)

RR.  Discuss the mathematical properties of North American medicine wheels.    BRENNA GATEWOOD

SS.  Discuss the sea island problem from the Haidao Suanjing and compare modern and ancient methods of solution. (Lesson)

Pedagogy

TT. Discuss the use of indigenous mathematical knowledge in teaching school mathematics.

UU. Discuss the relationship between bilingualism and mathematics teaching and learning.