Celebrating Frank Swetz: Convergence Co-Founding Editor

For more than five decades, Frank J. Swetz has advocated for the use of history and culture to enliven and deepen the study of mathematics. In particular, he has described how mathematical developments in non-Western societies might be incorporated into the training of secondary school teachers. His books include Was Pythagoras Chinese? An Examination of Right Triangle Theory in Ancient China (The Penn State Press, 1977), From Five Fingers to Infinity: A Journey Through the History of Mathematics (Open Court Publishing, 1994), and Mathematical Expeditions: Exploring Word Problems Across the Ages (Johns Hopkins University Press, 2012). More information on his career may be found here.

As a founding editor of MAA Convergence, Swetz focused especially on soliciting and preparing book reviews and on creating an extensive collection of Mathematical Treasures, visual images of interesting and great books or objects in the history of mathematics for use as illustrations in mathematics classes. Two of the earliest such images, both published in 2010, were Johannes Kepler's Astronomia Nova and The Geometry of Rene Descartes. The Index of Mathematical Treasures was officially introduced in 2012, and thus far contains a total of 720 Mathematical Treasures collected by Swetz. Together with Convergence co-founder Victor J. Katz, Swetz also authored the Mathematical Treasures from the Smith and Plimpton Collections at Columbia University,  a collection of an additional 106 images from the David Eugene Smith and George Arthur Plimpton collections.

Take a look at these recent extended Mathematical Treasures articles by Swetz:

• Mathematical Treasures of Japan in the Edo Period
• Billingsley's Sources for the First English Euclid's Elements: Two Annotated Mathematical Treasures
• 'The Ladies Diary': A True Mathematical Treasure

Be sure to also read the following articles by Swetz in Convergence:

• Using Problems from the History of Mathematics
  Why should we use historical problems in today's classroom? This article answers that question and serves as an introduction to the problems on Convergence.
  • Using Problems from the History of Mathematics - Introduction
  • Using Problems from the History of Mathematics - Strategies for Employing Historical Problems
  • Using Problems from the History of Mathematics - Assembling Thematic Sequences of Problems
  • Using Problems from the History of Mathematics - Students as Mathematical Archaeologists
  • Using Problems from the History of Mathematics - Problems Representing Transitions in Mathematical Thought
  • Using Problems from the History of Mathematics - Conclusion - References
• Student Reports: A Rewarding Undertaking
  Some ideas on using student reports when you teach a course in the history of mathematics.
  • Student Reports: A Rewarding Undertaking - Introduction
  • Student Reports: A Rewarding Undertaking - Undergraduate Assignment Formats
  • Student Reports: A Rewarding Undertaking - More Essay Assignments
  • Student Reports: A Rewarding Undertaking - Essay Assignments
  • Student Reports: A Rewarding Undertaking - Undergraduate Report
  • Student Reports: A Rewarding Undertaking - Secondary School Assignment Formats
  • Student Reports: A Rewarding Undertaking - Secondary School Student Report

• Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption
  A well-known historian initially erred in his study of ancient Chinese mathematics
  • Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption - Background
  • Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption - My Misconception
  • Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption - The Epiphany
  • Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption - Redemption
  • Led Astray by a Right Triangle: Misconception, Epiphany, and Redemption - References and About the Author
• Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics
  Engage your students by using images, especially those of historical objects, manuscripts, and texts, in teaching mathematics
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - Introduction
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - To Know How to See
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - Selecting Images - Ancient Artifacts
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - Selecting Images - Early Books
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - Obtaining Images - Resources
  • Pantas’ Cabinet of Mathematical Wonders: Images and the History of Mathematics - References
• Do We Teach Too Much Mathematics . . . ?
  An essay on the justifications for using history to teach mathematics.
  • Do We Teach Too Much Mathematics . . . ? A Question and an Opinion
  • Do We Teach Too Much Mathematics . . . ? History Tells Us Much
  • Do We Teach Too Much Mathematics . . . ? What is Mathematics?
  • Do We Teach Too Much Mathematics . . . ? How? and Why?
  • Do We Teach Too Much Mathematics . . . ? What Do You Think?
  • Do We Teach Too Much Mathematics . . . ? Reference
• Reflections on Chinese Numeration Systems
  Reflections on how the rod numerals of ancient China can serve as an alternative for teaching preservice teachers about numeration systems.
  • Reflections on Chinese Numeration Systems: Some Basic Operations
  • Reflections on Chinese Numeration Systems: Advanced Applications
  • Reflections on Chinese Numeration Systems: Transition to the Abacus
  • Reflections on Chinese Numeration Systems: Teaching and Learning the Numeration System of Counting Rods
  • Reflections on Chinese Numeration Systems: What If?
  • Reflections on Chinese Numeration Systems: References and About the Author
• The ‘Piling Up of Squares’ in Ancient China
  Discussion of China's robust mathematical tradition drawn from Swetz's translation and commentary on the ninth chapter of The Nine Chapters of the Mathematical Art.

Learn more about the following books written or edited by Swetz:

• The European Mathematical Awakening: A Journey Through the History of Mathematics from 1000 to 1800 (Dover, 2013), reviewed by Fernando Q. Gouvêa.
• The Search for Certainty: A Journey Through the History of Mathematics from 1800–2000 (Dover, 2013), reviewed by Fernando Q. Gouvêa.
• Mathematical Expeditions: Exploring Word Problems across the Ages (Johns Hopkins University Press, 2012), reviewed by Charles Ashbacher.
• Legacy of the Luoshu: The 4,000 Year Search for the Meaning of the Magic Square of Order Three (A K Peters, 2008), reviewed by Aldine van der Ham-Aaten.
• From Five Fingers to Infinity: A Journey Through The History of Mathematics (Open Court, 1994), no MAA review.
• Capitalism and Arithmetic: The New Math of the 15th Century (Open Court Publishing Company 1986), reviewed by Peter Ruane.
• Was Pythagoras Chinese? An Examination of Right Triangle Theory in Ancient China with T. I. Kao (Pennsylvania State University Press, 1977), no MAA review.

Learn more about Convergence's history and its other long-term editors on our "Sweet Sixteen" celebration page.