Syllabus for Abstract Algebra

Dr. Wildenberg

Abstract Algebra (Math 325) will, this semester, concentrate on Group Theory. I may as well be frank: This is course is not easy but neither is it impossible. I have no reluctance whatsoever to giving lots of A’s. In fact that’s my goal.

Texts

Abstract Algebra Theory And Applications by Thomas W. Judson

This text is freely available on the web at: http://abstract.ups.edu/download/aata-20130816.pdf

I have had copies printed and bound and the only cost to you is the cost of duplicating.

A reference which you may want to view is at: http://lincoln.sjfc.edu/~gwildenberg/abstract_algebra/gaglione-gp-thry.pdf

This text is by Tony Gaglione

Assessment methods

Grading is based on the following:

· Class participation

Attendance counts as does answering and asking questions, showing leadership and/or participation in group or individual class activities. More than two absences is grounds for failure. Emergency situations such as health or family will be handled on an ad hoc basis. I will call on people to present their work at the board.

· Homework

Homework serves a dual purpose. Primarily homework is a learning experience. (For me learning is more important than assessment.) Secondarily homework enables me to determine who is working seriously outside of class and how well you are understanding the ideas of this class. Finally homework gives you a chance to present proofs and thus to learn how mathematics is presented. We will accept revised homework for “check credit”. By that I mean that if homework is handed in not fully correct, I will try to give you some direction and an opportunity to have the revised homework checked off . (A corrected homework effectively increases the grade you got on that assignment.) Sometimes I will select only 1 or 2 of the problems for grading. Sometimes homework will be assigned in groups of 2 or 3 or 4 persons. The reason for this is so that you can learn from one another while doing the homeworks. It is essential that homework not merely be copied. After discussing a problem in a group, you should independently write up your results. Each student in a group must hand in their own writeup but should list the names of everyone in the group. Unless specified as a group assignment, I expect your homework to represent independent work.

Please note that I take the admonitions about doing your own writeup very seriously. Group work is an opportunity for discussion and learning – it must not be regarded as an opportunity for copying.

All homework should have your name on each page and be neatly stapled together. You should state each problem. It’s ok to be a bit terser than the text in stating the problems but it should be clear to someone who does not have the text what problem you are answering.

Note that some homework sets may include some historical questions and/or assignments. These may require some research either on the Web or in the library. It is not sufficient to copy from the web – you need to read the web page and rewrite it in your own words – really!

· One or two in class examinations and a final

These will provide you with an opportunity to consolidate your thinking on the topics and to show your individual work. ALL examinations are “comprehensive with an emphasis on the recent material”. This means that you do need to have learned the material well enough to use it later in the semester when necessary.

· For many years, students have asked me how I weight the different criteria. There is no answer to that question because I evaluate each student as best I can. I do not just average homeworks and exams. I expect to know each student’s work rather well by the end of the semester and to grade them in accordance with the guidelines below. Please note that passing the midterm and final are necessary to pass the course.

Assessment philosophy

Based on the above inputs, I will give grades according to the following criteria. For each of the following grades a student receiving that grade has demonstrated the level of skills described.

· A – Can solve most homework problems clearly and completely. Can present proofs in good mathematical expository style. Has a good understanding and knowledge of the theorems and definitions.

· B – Can solve most problems. Usually has right idea about proofs but presentation is not always precise. Knows the main theorems and definitions but perhaps not with deep understanding.

· C – Can solve routine problems but seldom gets a proof completely right. Is often unclear about what a theorem or definition means.

· D, F Has little understanding of the topics of the course. Has failed to understand basic definitions and theorems. May have very poor work habits such as failing to hand in homework on time and carefully done.

Advice for learning mathematics

· I believe that many students have received bad advice on how to make the best possible use of class time. In my opinion (and I admit that this is only an opinion), you should rarely take notes! The reason I say this is that taking notes and thinking about what is being said is virtually impossible. When you are in class, you have an opportunity to get explanations about whatever you find difficult to understand. If you are not thinking about what is being said and instead are just trying to write it down this opportunity to question is largely wasted. In addition, almost everything that is said in class by the professor is in the text. Sometimes it is better said in the text, sometimes not quite as well – however usually it is all there already written down for you to read and reread.

· One thing you can and should do to prepare for class is to try to give the next section a cursory reading. Reading mathematics textbooks is not easy and for most people not fun. But by looking over the section before class, you will familiarize yourself with some of the new vocabulary and new ideas that are being discussed – this will make class time much less intimidating.

· There is no doubt in my mind that the most valuable thing you can do to succeed in this course is to memorize the definitions and theorems and even the examples the very day they were covered and without fail before the next class. If you’re still in doubt about what was covered previously, you have little chance of following the new material. I will give frequent short quizzes designed to see if you are doing this.

In Class Behavior

· Shut off cell phones, pagers, etc.

· Stay “in the class”. I.e. participate in group work, don’t do homework for other classes (or this one), ask questions, look awake, etc.

Contact information

Office: W-113. Office hours are included in my schedule on my web page.

Email: gwildenberg@sjfc.edu

Office phone: 585 385 8179 (8179 from campus)

Disabilities 

Students with disabilities may be interested in the college’s policy:

In compliance with St. John Fisher College policy and applicable laws, appropriate academic accommodations are available to you if you are a student with a disability. All requests for accommodations must be supported by appropriate documentation/diagnosis and determined reasonable by St. John Fisher College. Students with documented disabilities (physical, learning, psychological) who may need academic accommodation are advised to make an appointment with the Coordinator of Services in the Student Development Center, K211. Late notification will delay requested accommodations.