Syllabus for the First Degree Programme in Mathematics

of the University of Kerala

Semester I
Methods of Mathematics

Code: MM 1141 Instructional hours per week: 4

No.of credits: 4

Overview of the course:

Mathematics education starts with natural numbers and in this part of the program, we
take a closer look at their algebraic properties. Traditionally such a study comes under
Theory of Numbers. Apart from introducing the basic facts about integers, the course aims
to intro-duce the ideas of axioms and theorems and provide practice in writing proofs.
Some glimpses into the applications of number theory to cryptography are also intended. In
the ensuing semesters, the courses grow into ring theory and into an introduction to
abstract algebra. The present course is based on the first five chapters of the text.

The present course is intended to present some of the methods of mathematics as

used in number theory and Calculus. A study of the foundations of mathematics will be
undertaken in the second semester, where some of the concepts will be revisited and
put on a firm basis. Geometry forms the second major component of math education in
schools. In the High School, students have seen how geometry is merged with algebra
to form what is known as Analytic Geometry. Also, some problems in analytical
geometry, such as finding the slope of a tangent and the area under a curve motivated
much of calculus. So, we bring together these two branches of mathematics in this part
of the course. It grows into real analysis in the ensuing semesters. The course is based
on Chapters 1–4 and also Sections 4 and 5 of Chapter 11 of the text.

Module 1: Methods of Algebra

We attempt at a quick review of various sets of numbers, then mention the notion of
partitions and equivalence relations, with which the students have had an acquaintance
in their Higher Secondary class. Next, the Principle of Mathematical Induction and the
Well-ordering principle are also touched upon. All these concepts find a detailed
discussion in the foundation course in the ensuing semester. The use of the Well-
ordering Principle in the definition of special types of numbers is to be emphasized and
illustrated through the proof of the existence of lcm, as in Proposition 3.
Before introducing the Division Theorem, as in Section D, the usual process of long
division to get the quotient and remainder must be recalled through examples. After proving
the Division Theorem and the Uniqueness Proposition as in this section, the representation
of natural numbers in different bases can be explained as in Section E. The last section of
Chapter 2 on operations in different bases (Section F) need not be discussed.
The idea of gcd, studied in elementary class, is to be recalled next and the
existence of such a number justified, as in Section A of Chapter 3. The idea of
coprimality is also to be discussed here. Some of the important properties of coprime
numbers, as in Exercises E9, E10 and E11 must be discussed.

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 Next, Euclid’s Algorithm and some of its applications are to be discussed. After
discussing the theoretical consequences of Euclid’s Algorithm, namely Bezout’s
Identity and its corollaries, as in Section C, its practical use in solving indeterminate
equations of the first degree is to be discussed, as in the text. The last two sections of
this chapter on the efficiency of Euclid’s Algorithm (Section D) and on
incommensurability (Section E) need not be discussed. (See also
http://en.wikipedia.org/wiki/Diophantine_equation)
Then, a discussion on primes and The Fundamental Theorem on Arithmetic, as given in
the first three section of Chapter 4 is to be done. The last section on primes in an interval
need not be discussed. (See, for example, http://en.wikipedia.org/wiki/Algorithm)
Finally, we introduce the new idea of congruences, as in Chapter 5. The fact that
when an integer is divided by another, the dividend is congruent to the remainder
modulo the divisor should be emphasized. In discussing the basic properties of
congruence as in Section B, the fact that cancellation of common factors does not hold
in general for congruences must be emphasized and illustrated through examples.
Many of the tricks in Section C maybe familiar to the students and it must be
emphasized that we are providing proofs here. Further properties of congruences as in
Section D comes next and after that the solution of linear congruences as in Section E.

Text: Lindsay N. Childs, A Concrete Introduction to Higher Algebra. Second Edition,

Springer

Module 2: Methods of Calculus-I

We start with a review of how the graph of an equation can be plotted, illustrated with
examples, and move on to a working definition of a function. It must be emphasized
through illustrations that not all equations connecting two variables give one variable as a
function of the other, as in Example 1 of Section 1.2 of the text. (The notion of explicit and
implicit definitions of functions and their graphs, as given in the first two parts of Section 3.6
can be discussed here itself.) Functions defined piecewise and their graphs must be
specially mentioned and illustrated. Approximate solutions to problems through graphical
methods are to be explained as in Example 7 of the section. Section 1.3 on using
computers may be skipped, but the use of computers in plotting graphs should be
demonstrated, using Open Source Software such as the plotting software gnuplot or the
cas maxima. (See also http://www-groups.dcs.st-and.ac.uk/~history/Curves/Curves.html)
Some of the ideas in Section 1.4, such as arithmetic operations on functions, may
be familiar to the students, but they should be reviewed. Other ideas such as
symmetry, stretching and compression and translation may be new and should be
emphasized. The same goes for Sections 1.5 and 1.6, with familiar ideas reinforced
through illustrations and new ideas, especially physical applications, discussed in
detail. Section 1.7 on mathematical modelling need not be discussed. But parametric
equations, especially that of the cycloid, must be discussed in detail, as in Section 1.8.
Limits and continuity are concepts introduced (somewhat vaguely) in Higher
Secondary class. In this course, these ideas are to be reinforced through graphs. They
are to be made rigorous in the ensuing semester. Section 2.4 of Chapter 2 of the text is
to be done only in semester II, but mention may be made of limits as x → ∞, as well as
infinite limits, which will be required in subsequent sections.

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 Module 3: Methods of Calculus-II

The notion of differentiation is also familiar to the students. Here, this idea is to be
re-introduced through applications as in the first two sections of Chapter 3. Much of the
material in Sections 3.3–3.7 maybe already seen, but they should be reviewed,
emphasizing the graphical meaning and applications. The idea of implicit differentiation
should be made clear, as in Section 3.6. The last section on approximations (Section
3.8) need not be discussed. (See also http://en.wikipedia.org/wiki/History_of_calculus)
Chapter 4 is also to be discussed in the same spirit, reviewing familiar concepts, explaining
new concepts in detail and always emphasizing geometry and physical applications.

Module 4: Analytic Geometry

A detailed discussion on the equations of conic sections, as in Sections 11.4 and

11.5 of Chapter 11 is also part of this course. In Section 11.4, we begin with a
demonstartion of conic sections as intersections of a plane with a double-napped cone.
Then we move on to the equations of the conics in standard form, followed by a
technique for sketching them. A method of finding asymptotes is discussed. This is
followed by the section on translated conics and reflection properties of conic sections.
In Section 11.5, we discuss the equations of conics that are ‘tilted’ relative to the
coordinate axes. This leads to a study of rotations of coordinate axes.
(See also http://en.wikipedia.org/wiki/Conic_sections and
http://en.wikipedia.org/wiki/Dandelin_spheres)

Text: Howard Anton, et al, Calculus. Seventh Edition, John Wiley

References:

1. James Stewart, Essential Calculus, Thompson Publications, 2007.

2. Thomas and Finney,Calculus and Analytic Geometry, Ninth Edition, Addison-Wesley.

3. S.Lang, A first Calculus, Springer.

Distribution of instructional hours:

Module 1: 24 hours; Module 2: 18 hours; Module 3: 18 hours, Module 4: 12 hours