This class is an introduction to the history of mathematics, developed around the concept of math as a living subject animated by its many human practitioners across time. As such, we will spend time thinking about what counts as math, who does that math, and how math shapes our societies (and vice versa). We include, for example, a brief survey of ancient and medieval math practices across various cultures, but will also provide space to critique the Eurocentric perspectives of the canonical storytellers. Especially as we come to the Renaissance and beyond, we will engage with the origins of various modern disciplines as motivated by social and political struggles of the era. Students will critically engage with mathematical histories and think about their own place in this ongoing human endeavor of solving problems.

Here are some important dates:

**April 5th**(Monday, week 2): Journal 1 due- “An example of traditional women’s work” by Harris (in class).
- “Ethnomathematics” by Ascher & Ascher. Pages 26-36.
- “Uncovering distorted and hidden history of mathematical knowledge” by Powell & Frankenstein. Pages 51-56.
- “Foundations of eurocentrism in mathematics” by Joseph (optional). Pages 61-78.
**Journal prompts (180-240 words total):**- Do you think Harris’ sock problem counts as math? Why or why not?
- What parts, if any, of the descriptions on lines (Professors Davis at Brown and Hersh at UNM) vs circles (by Black Elk) as ways of mathematical knowing resonated with you?
- What did these readings make you think about? How did they make you feel?

**April 5th**(Monday, week 2): Midterm proposal 1 due**April 5th**(Monday, week 2): Reading- “Africa in the mainstream of mathematics history” by Lumpkin. Pages 101-109.
- “Egypt and Mesopotamia” by Katz. Pages 1-27 (everything).

**April 7th**(Wednesday, week 2): Reading- “The Beginnings of Mathematics in Greece” by Katz. Sections 2.0 (the intro) and 2.2-2.3.
- “Euclid” by Katz. Sections 3.0-3.1 and also pages 85¾-86.

**April 9th**(Friday, week 2): Reading- “Archimedes and Apollonius” by Katz. Sections 4.0-4.1 and 4.3.2.
- “Mathematical Methods in Hellenistic Times” by Katz. Sections 5.0-5.1.0 (so 5.1.1-5.1.3 is not required), 5.3.0-5.3.2

**April 9th**(Friday, week 2): Homework 1 due**April 11th**(Monday, week 3): Journal 2 due**Journal prompts (240-300 words total):**- What problems were Egyptians and Babylonians trying to solve?
- What about the Greeks? Were there particular social or political problems that lead them to their work?
- Compare and contrast the portrayal of “the Greek miracle” as told by Lumpkin vs Katz.
- Did you recognize math that you learned in grade school being reviewed this week? Why do you think we learn math in the order that we do?
- What did these readings make you think about? How did they make you feel?