Math 222: Foundations, Spring 2017
Instructor: Bob Milnikel, Hayes Hall 317
Office Hours:  M 6:15-7:15 pm; Tu 10:10-11:00 am ; W 4:10-5:00 pm; Th 1:30-2:30 pm; F 3:10-4:00 pm (and by appointment!)
Textbook: Chapter Zero: Fundamental notions of abstract mathematics by Carol Schumacher
Room & Time: Rutherford B. Hayes Hall 203, 11:10-12:00 Monday, Wednesday & Friday.

Syllabus:We will cover the book sequentially through about the midpoint of Chapter 5, and finish with Chapter 7.

The central purpose of this course is to introduce you to careful use of language in the context of mathematical reasoning and proof.  The course is meant to make you think about mathematics in a completely new way, in a more mature way.  It  should set you on the path to becoming a mathematical producer rather than mathematical consumer.

As part of this venture, we will discuss the basic principles of logic and various proof techniques, applying them in the context of the essential building blocks of mathematical structures: sets, relations (including orderings and equivalence relations), functions, etc.  While the class will introduce you to some new mathematics, the emphasis of the course is on process rather than content.  I rarely lecture; you and your fellow students will prove virtually all the theorems yourselves and present them to each other in a seminar setting.  Thus I hope that the most important lines of communication will be between students rather than instructor to student as is the case in many classes.

 

Grading: The grade will be calculated based on 7 components:

In-class Presentations 12% of the final grade
Class Participation
8% of the final grade
Written Assignments 15% of the final grade
Take-home Midterm 15% of the final grade
Two In-Class Midterms 30% of the final grade (15% each)
Take-home Final 20% of the final grade
Test dates

In-class Midterm #1
Wednesday 1 March, covers material through Chapter 3.
Takehome Midterm 12:00 noon Friday 24 March to 12:00 noon Tuesday 28 March
In-class Midterm #2
Wednesday 19 April, covers material from Chapters 4 and 5
Take-Home Final Due 11:30 a.m. on Wednesday 10 May

Class  work:   Foundations is very likely somewhat different from other math courses you have had.  Because the purpose of the class is to change the way that you think and reason about mathematics, it is essential that you become immersed in the work of the course.  It is not enough to respond to what an instructor does or tells you.  You and your fellow students are the ones that make things happen in class.  Without your active participation, nothing will happen.  Perhaps more than in any class you take, you will get benefit out of the course in direct proportion to how much effort you put in.  Thus class work is the most substantial portion of the grade.  It has several components: written assignments, class presentations and class participation generally.  (This last includes contributing to class discussions, asking good questions, and active participation when another student is presenting work at the board.) And, I should add, attendance.  If you donít attend you canít participate.  You are expected to be in class; if you arenít your grade will be adversely affected.

Written Assignments: Since Foundations is primarily a language course, you will be expected to learn clearly and precisely to express mathematical ideas in writing. Several times during the semester you will be asked to write up and turn in the proof of some theorem.  Each proof will be assigned two grades---one grade for content and one grade for form.  The content grade will reflect the extent to which the appropriate ideas are expressed in your write-up.  That is, whether you understood the mathematical ideas required for the proof.  The grade for form will take into consideration clarity of expression, completeness, proper usage of both English and mathematical grammar, and whether you really said what you meant to say.

Of course, form and content cannot be entirely divorced.  If your writing is sufficiently muddled that the reader cannot tell what you meant to say, both grades will suffer.  Likewise, if you really donít understand what it is you are trying to say, the writing will be fuzzy and unclear.  However, it is not impossible to distinguish the factors; the grades will be separated so you can see where improvement is needed.

When you write up an assignment, you are expected to include sufficiently many details to enlighten someone who does not already know what you are trying to say.  This may require that you restate a definition or previous theorem and say how it is used in your proof.  Do not be afraid to include too many details.  If you are in doubt about whether or not to say something that you feel is pertinent, always do so!

Class Presentations: I have said that most of the class will consist of students presenting work to each other.  You will be expected to do your share in this. I will use a sophisticated randomization method to select students to present in class and will try to ensure that every student gets to present a roughly equal number of times. If you are not prepared to present a problem, no problem! Just take a pass, and we'll move on. As long as you don't pass more than a couple of times in the semester, this will not adversely affect your grade. But please do not go up to the board without being fairly confident that you have a fairly complete solution/proof. This will become apparent quickly and will not benefit you or the rest of the class.

The person who is presenting his or her work at the board is not the only person with responsibilities in a presentation.  The students sitting at their desks have as central a role to play.  Students presenting their work are not meant to replace a seasoned polished lecture that would be given by an experienced instructor. Nor should they be made to. They are counting on their fellow students to help them by making clarifying suggestions and asking questions.  I will feel free to ask questions of persons who are sitting down.

In-class exams: The purpose of these exams will be to encourage everyone to gain a command of the basic mathematical facts that are discussed in class.  The questions will be relatively straightforward for anyone who has been digesting the material along the way.  Typical questions will ask you to define important terms, answer true/false and short answer questions on the basic material and perhaps state an important theorem or two.  You may be asked to give a simple proof  or solve a straightforward problem.

Takehome examinations: One midterm and a portion of the final examination will be take-home exams.  You will be required to construct proofs for theorems that you have not seen before.  You are on your honor not to discuss take-home exams with anyone but me until all exams have been turned in.  You may not consult any books except the textbook, but you are free to use any class notes, any previously proved theorems, and anything that is distributed in class.  All guidelines for written assignments also apply to take-home exams.

Academic Honesty: You are encouraged to work with other students on everything except exams. (It has been my experience that most students who thrive in this course are part of a small group of 2-4 students who work together regularly outside of class.  I think this also makes the class more fun.)  It is, however, understood that all written work that you turn in must finally be your own expression.  For further information see this document, the student handbook or consult with me.

Students who anticipate they may need accommodations in this course because of the impact of a learning, physical, or psychological disability are encouraged to meet with me privately early in the semester to discuss their concerns. In addition, students must contact Erin Salva, Director of Student Accessibility and Support Services (740-427-5453 or salvae@kenyon.edu), as soon as possible, to verify their eligibility for reasonable academic accommodations. Early contact will help to avoid unnecessary inconvenience and delays.