History
Mathematics

 The student is expected the develop an understanding both practical and historical of the origins of the mathematics of our time. With regard to each concept the student is required on the one hand, to know both the relevant historical characters and the social and historical context surrounding them, and, on the other hand, to be able to deal with the concept in a practical way, by executing the relevant calculations and proofs according to the methods of the time. In this way the student is expected to develop a better understanding of present mathematical concepts and techniques, by knowing their origin and the various forms they took until reaching their present state.

By the end of the course, students should be able to:

LO1. Apply mathematical procedures, conventions, and methods of proof characteristic of the historical periods under study in order to solve historical problems and problems inspired by or generalized from them.

LO2. Relate contemporary mathematical concepts to their historical antecedents by identifying the principal stages of their development and placing them within their historical, scientific, and social contexts.

LO3. Critically analyse the historical evolution of mathematical concepts, distinguishing conceptually necessary elements from the conventional, notational, and methodological choices that led to their present-day forms.

 
1- The Mathematics of Africa
2- The Mathematics of Egypt
3- The Mathematics of Mesopotamia
4- The Mathematics of China
5- The Mathematics of Greece
6- The Mathematics of Medieval India
7- The Mathematics of the Islamic Civilization
8- The Mathematics of Western Europe from centuries XII to XVI
9- The Origins of Analytic Geometry and the Infinitesimal Calculus
10- The Mathematics of Portugal
 

Required Reading

Estrada, Maria Fernanda, et al. História da Matemática. Universidade Aberta, 2000.

https://repositorioaberto.uab.pt/handle/10400.2/10668

Recommended Reading

Boyer, Carl B., and Uta C. Merzbach. A History of Mathematics. 3rd ed. John Wiley & Sons, 2011.

Kline, Morris. Mathematical Thought from Ancient to Modern Times. Oxford University Press, 1972.

Assessment

The course adopts active learning methodologies centred on the reconstruction and solution of historical mathematical problems. Students are encouraged to reproduce mathematical procedures characteristic of different cultures and periods in the history of mathematics, critically analyse the conceptual contexts in which they emerged, and compare them with contemporary mathematical approaches. This methodology simultaneously promotes historical understanding of mathematics, the development of critical thinking, and reflection on the nature and evolution of mathematical concepts.

The course has been designed to provide students with greater flexibility in managing their study time while maintaining regular interaction with instructors, tutors, and fellow students. Learning activities take place primarily online and asynchronously through the Universidade Aberta learning platform, combining independent study with opportunities to participate in discussion forums, debates, assignments, and other activities involving the practical application of knowledge.

Students take an active role in their own learning process and are encouraged to reflect, share experiences, solve problems, and develop competencies relevant to their academic and professional development. Throughout the course, students have access to a range of learning resources and receive continuous guidance and regular feedback from the teaching team.

The teaching approach emphasizes autonomy, collaboration, inclusiveness, and flexibility, enabling students to balance their studies with their personal, family, and professional responsibilities.

For further information about Universidade Aberta's pedagogical model, please visit:

https://portal.uab.pt/modelo-de-ensino/

This course follows a compulsory continuous assessment model. Assessment consists of:

one asynchronous assessment completed during the semester, worth 8 points (out of 20); and

one synchronous assessment held at the end of the semester, worth 12 points (out of 20).