Module overview
Linked modules
Prerequisites: MATH1001 AND MATH3086
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- understand and compose rigorous mathematical proofs
- understand and compose rigorous mathematical proofs
- understand and compose rigorous mathematical proofs
- understand and compose rigorous mathematical proofs
- understand and compose rigorous mathematical proofs
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- techniques to study quadratic congruences
- fundamental concepts in the theory of binary quadratic forms
- basic aspects of the theory of algebraic number fields and their rings of integers
- basic aspects of the theory of algebraic number fields and their rings of integers
- techniques to study quadratic congruences
- fundamental concepts in the theory of binary quadratic forms
- fundamental concepts in the theory of binary quadratic forms
- fundamental concepts in the theory of binary quadratic forms
- techniques to study quadratic congruences
- basic aspects of the theory of algebraic number fields and their rings of integers
- basic aspects of the theory of algebraic number fields and their rings of integers
- techniques to study quadratic congruences
- techniques to study quadratic congruences
- fundamental concepts in the theory of binary quadratic forms
- basic aspects of the theory of algebraic number fields and their rings of integers
Learning Outcomes
Having successfully completed this module you will be able to:
- work with the fundamental concepts in the theory of binary quadratic forms.
- apply techniques to study quadratic congruences.
- work with the basic concepts of the theory of algebraic number fields and their rings of integers.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- do abstract, analytical and structured thinking
- do abstract, analytical and structured thinking
- do abstract, analytical and structured thinking
- do abstract, analytical and structured thinking
- do abstract, analytical and structured thinking
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Teaching | 48 |
Independent Study | 102 |
Total study time | 150 |
Resources & Reading list
Internet Resources
Textbooks
I N Stewart, D O Tall (2002). Algebraic Number Theory and Fermat's Last Theorem. A K Peters.
I N Stewart, D O Tall (2002). Algebraic Number Theory and Fermat's Last Theorem. A K Peters.
R A Mollin (1999). Algebraic Number Theory. Chapman & Hall/CRC.
I N Stewart, D O Tall (2002). Algebraic Number Theory and Fermat's Last Theorem. A K Peters.
G A Jones, J M Jones (1998). Elementary Number Theory. SUMS.
G A Jones, J M Jones (1998). Elementary Number Theory. SUMS.
G A Jones, J M Jones (1998). Elementary Number Theory. SUMS.
H Davenport (1992). The Higher Arithmetic. CUP.
D Zagier (1981). Zetafunktionen und quadratische Koerper. Springer-Verlag.
D Zagier (1981). Zetafunktionen und quadratische Koerper. Springer-Verlag.
R A Mollin (1999). Algebraic Number Theory. Chapman & Hall/CRC.
H Davenport (1992). The Higher Arithmetic. CUP.
I N Stewart, D O Tall (2002). Algebraic Number Theory and Fermat's Last Theorem. A K Peters.
I N Stewart, D O Tall (2002). Algebraic Number Theory and Fermat's Last Theorem. A K Peters.
D Zagier (1981). Zetafunktionen und quadratische Koerper. Springer-Verlag.
R A Mollin (1999). Algebraic Number Theory. Chapman & Hall/CRC.
D Zagier (1981). Zetafunktionen und quadratische Koerper. Springer-Verlag.
R A Mollin (1999). Algebraic Number Theory. Chapman & Hall/CRC.
G A Jones, J M Jones (1998). Elementary Number Theory. SUMS.
R A Mollin (1999). Algebraic Number Theory. Chapman & Hall/CRC.
H Davenport (1992). The Higher Arithmetic. CUP.
G A Jones, J M Jones (1998). Elementary Number Theory. SUMS.
H Davenport (1992). The Higher Arithmetic. CUP.
D Zagier (1981). Zetafunktionen und quadratische Koerper. Springer-Verlag.
H Davenport (1992). The Higher Arithmetic. CUP.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Exam | 80% |
Coursework | 20% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Exam | 100% |
Repeat Information
Repeat type: Internal & External