Professor Sarah Mayes-Tang Page 1 of 13

GROUPS & SYMMETRIES

MAT301 LEC0101, LEC0201, LEC2001
UNIVERSITY OF TORONTO, WINTER 2025

Webpage:
q.utoronto.ca/
WHAT ARE GROUPS?
The notion of a ``group," viewed only 30 years ago as the epitome Public Questions:
of sophistication, is today one of the mathematical concepts most Ed forum
widely used in physics, chemistry, biochemistry, and mathematics
Contact for Private Questions
itself. - Alexey Sosinsky, 1991
only: [email protected] (I
Abstract algebra is the field of mathematics that studies algebraic
do not check Quercus inbox)
structures such as groups, rings, fields, vector spaces and modules;
we will primarily study groups in this course. The power of abstract
Office Hours: Zoom drop-in
algebra is embedded in its name: it gives us an arena in which we
with professor & TAs;
may study disparate mathematical objects together and abstractly,
Schedule on website
without considering a particular instance or occurrence. For
example, the multiplication of numbers, symmetries of a molecule,
Course Updates: Quercus
dance formations, roots of polynomials, Australian kin systems,
Announcements (forward to
actions of a Rubik's cube, and loops on surfaces all form groups.
your inbox!!)
By exploring groups abstractly, we can derive properties and
structures that apply to all examples that we currently know or may
Required Text: Visual Group
discover in the future.
Theory by Nathan Carter
With this in mind it should come as no surprise that abstract
(NEW to MAT301!! Available
algebra builds a language that is used in nearly every field of
at the campus bookstore).
mathematics.
 Professor Sarah Mayes-Tang Page 2 of 13

To successfully complete this course, you will deeply understand multiple

representations of groups and exibly use these understandings. By the end of this
course, you will:
SKILLS 1. Discover symmetry in real-life contexts, and compare symmetry properties
2. Compare the properties of sets with operations and catalogue them
3. Appreciate abstraction and structure
4. Demonstrate proving and problem-solving techniques including generating
examples, pattern exploration, posing conjectures, creative proof construction, and
generalization of results.
5. Analyze and select mathematical definitions, propositions, and theorems .
6. Communicate complex mathematics using clear and customary mathematical
language and notation appropriate for a given audience, both orally and in writing.
7. Collaborate with peers, and engage ethically in mathematical community
8. Create mathematical proofs
9. Critique mathematical arguments

WHO AM I?

I am Professor Sarah Mayes-Tang. I've

been a Teaching-Stream Professor at the
University for about 7 years, and prior to
that I was a professor at Quest
University Canada for four years.
I earned a PhD in mathematics from the
University of Michigan with a
dissertation entitled Asymptotic Generic
Initial Systems, and a bachelor's degree
in pure math from Queen's University.
As a Teaching Stream Professor I am
interested in questions related to how
students and teachers learn and how
classes can run more effectively.

I - AND THE REST OF THE TEACHING TEAM - TRUST THAT YOU ARE DOING YOUR BEST.
YOUR WORTH IS NOT DETERMINED BY A GRADE OR A COURSE OR EVEN A DEGREE.
YOU ARE WORTH JUST AS MUCH CARE AND TIME AND ENERGY AS ANYONE ELSE.
I AIM TO CREATE A CLASSROOM ENVIRONMENT WHERE YOU FEEL THAT WORTH FROM EVERYONE.
fl
 Professor Sarah Mayes-Tang Page 3 of 13

KNOWLEDGE
A sample of the questions we will tackle are: We will answer the following
questions.

• Examples of Groups: What groups describe the symmetries of

regular polygons and rotating objects? What is the structure of
rearranging objects? In what sense are two groups the same? How DATES
do all groups arise out of permutations?
• The De nition of a Group: Where do groups arise? How can we Weekly Essentials:
visualize groups? How are groups described algebraically? What Tuesdays @ 9 am
do we mean by the `structure' of a group? (deadline Week 2,
• The Structure of Groups: What happens when we collapse a but there will be a
group to a subgroup? How can we glue multiple groups together? Week 1 reading)
What are maps between groups? What restrictions on the structure
of a group are imposed by the number of elements that it contains? Problems:
• Applications of Groups: Is there a quintic formula analogous to Thursdays @ 10 am
the quadratic formula? What do groups tell us about the structure (begin Week 2)
of molecules, games, and kin structures? How many wallpaper
patterns are there? Midterm: In class,
• Larger Mathematical Questions: What is the difference between Tuesday Feb 25
equivalent and identical? What is a mathematical structure? How
can we simultaneously consider two different structures? What is Exam: TBD by
the difference between a formal proof and an argument? What Exam Office
goes into the construction of a proof?
Accountability
In addition to the required text Visual Group Theory, we will also be using Checks: in class on
a variety of resources, including: Thursdays

• Group Explorer 3.0, an app that automatically generates

“graphical” and “numerical” representations of groups
• Dana Ernst's text, An Inquiry-Oriented Approach to Abstract
Algebra (Chapters 1-9, plus the appendices), available here
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Professor Sarah Mayes-Tang Page 4 of 13

ASSIGNMENTS
• Weekly Essentials ask you to read, watch, and / or listen to material and respond to
writing and/or proof prompts as you go. They will involve significant reading, especially
early in the semester. As a general guideline, the amount of reading will decrease as the
level increases during the semester. These will ask you to collaborate with others via a
discussion thread as you find errors in proofs, analyze theorems, or unpack
definitions. There will be 10 of these, due each Tuesday at 9 a.m.
• Problems are are familiar from other classes. Each week, we will announce two to four
problems (possibly with multiple parts) following class on Tuesday from class or from the
reading assignment for you to polish and hand in, typed with LaTeX. Problems will be
assigned each week other than Weeks 1, Term Test Week, and Week 12, due for initial
review during class the Thursday after they are assigned. There will be opportunities for
revisions. There are two types of problems:
• Proofs: the goal is to write a formal proof, and your audience is a mathematician.
• Exploration: the goal is to investigate examples of groups in an applied setting, and
your audience will vary throughout the semester.
• Your Group Journal is a record of your group's work. It will be a compilation of the
problems from the Weekly Essentials and in-class discussions that you agree on as a
group, and any significant discussions about them that you have. The scribes each week
are responsible for making sure that the journal is up-to-date. It will include:
• A group contract: expectations that you have for each other about how you will work
with each other during the semester.
• A group evaluation plan: specific guidelines for what members of your group need to
do to have “good” and “satisfactory” group participation during the semester.
• Accountability Checks are brief, in-class polls consisting of a 2-5 questions based on the
Weekly Essentials. They will be on Thursday and will be graded for correctness. The
purpose - as the name suggests - is to ensure that you completed the Weekly Essentials
for the week!
• Surveys are done to improve the course and get your take on how the class is going.
• The Test and Final Exam will assess group theory knowledge, logic, and problem-solving
skills when you do not have additional resources available.
• The Exam will have the usual format.
• There will not be a group / 2-stage test or final exam.

Deadlines are firm. In a course of this size, it is not possible to consider individual requests for
extensions in a fair way. The grading scheme and course policies allow for weeks where you are
not able to fully participate. Unless you use a token, it will receive a score of 0.

The individual assignments are graded as shown in the table on the next page.
Professor Sarah Mayes-Tang Page 5 of 13

assignment grades student rights

Assessments are graded on either a 0 / 1 point scale As a student in this class, you have
or a 0-1/2-1 point scale. This is the meaning of the the right:
these points in most cases (exceptions will be 1. to be confused,
announced). 2. to make a mistake and to revise
your thinking,
3. to speak, listen, and be heard,
and
4. to enjoy doing mathematics.

OVERALL COURSE GRADES

Your final grade should reflect your learning in the course, but we recognize that

motivation
they also act as motivation to keep up with the course and do things that are
good for your learning during a stressful and full term. Grades should be
transparent and you should understand where they come from. A weighted
percentage of everything you’ve done in the semester fails to achieve either of
these goals. The grading system for this course is my best attempt - given the
constraints we are under - to satisfy these requirements.

Your grade in the course is earned by demonstrating evidence of skill on the

main concepts in the course and by showing appropriate engagement with
the course. And this is done by completing the assignments outlined above, at
a reasonably high level of quality

In this class, there are no points or percentages on any items. Instead, your work will be
evaluated against quality standards that will be made clear on each assignment. If your
work meets the standard, then you will receive full credit for it. Otherwise, you will get
feedback and, when it makes sense, the chance to reflect on the feedback, revise your
work, and then resubmit it for regrading.

weighting for summative assessments

Depending on how many questions Accountability Checks Term Test Exam
appear on the Accountability Checks,
Term Test, and the Exam, a weighting
might be necessary to compute your 20% 35% 45%
final grade. This is the weighting.
1
Professor Sarah Mayes-Tang Page 6 of 13

grade table
Your final grade in the course is determined by this table. Each grade has
a requirement specified in its row in the table. To earn a grade, you will need to
meet all the requirements in the row for that grade. Put differently, your grade is
the highest grade level for which all the requirements in a row of the table have been met or
exceeded. A grade of F is given if none of the rows has been fully completed.

To translate the letter grade into a number, we will use a procedure described on the course
website, which will take into account your score on the Weekly Essentials.

Total Problem Summative

Grade Group Components Assessments
Points required (/~25)
(Test, Exam, Accountability)

75% of weighted
A 20 good
points*
65% of weighted
B 18 satisfactory
points
55% of weighted
C 16 satisfactory
points
involvement 45% of of weighted
D 8
throughout semester points

ACADEMIC INTEGRITY: SUMMARY

summary of the rules (Text written by Daniel Ernst)
Reviewing material from a prerequisite course and looking up definitions and theorems you may
have forgotten is fair game. However, when it comes to completing assignments for this course,
you should not look to resources outside the context of this course for help. The only exception is
Explorations. That is, you should not be consulting the web, AI programs, other texts, other
faculty, or students outside of our course in an attempt to find solutions to the problems you are
assigned. On the other hand, you may use each other, the textbook and assigned course
readings. If you feel you need additional resources, please come talk to me and we will come up
with an appropriate plan of action. Please read the Student Academic Integrity website and the
full academic integrity statement in the appendix .
Professor Sarah Mayes-Tang Page 7 of 13

TOOLS tokens
Tools you will need for this Each student has 5 tokens. They can be redeemed for the
course: following:
• Computer & Internet access Extend any deadline that doesn’t impact a group by 24
satisfying the University’s hours
minimal technical Convert a "Does not meet expectations" on a Weekly
requirements Essentials Assignment to a "Meets expectations”.(see the
• A way to take pictures of your revision remark below)
work (e.g. a phone camera) Convert a "nonattendance" in a group meeting to an
• Course textbook "attendance".
Revise a (proof) problem that you did not hand in on the
deadline.
COURSE Drop an Accountability Quiz grade.
Submit an assignment again that was submitted in an
MATERIALS unreadable format.

& VIDEOS WEEKLY ROUTINE

ARE COPY- 1. Weekly Essentials (outside of class): Reading and proofs
contain the material that we will work to understand each week.
RIGHTED
2. Building Understanding (2-hour lecture): I design classes first
Do not share any note, on the maxim that "the only way to learn math is to do math"
video, or anything else and second on the principles of learning science. It includes
related to the course whole class discussion and work with your Bourbaki group.
without the written
permission of the 3. Building Motivation (1 hour lecture): During this class we will
Professor. This include build on what we learned during the previous class, motivating
close family members what comes next.
and employes. 4. Assigned problems: Prepare assigned problems for submission
(due each Thursday before class, from the previous week).
The textbook is
copyrighted. You are 5. Building Connections (Tutorial, begins week 2): Tutorials focus
participating in illegal on building connections with multiple representations of groups.
activity if you obtain the You will learn how to use Group Explorer to help visualize
work without paying for theorems, how to describe symmetry mathematically, and other
it. Authors who write skills that will help you with the abstract portions of the course.
great material and The focus of the tutorial will shift towards the end of the course
publishers who bring it to to support the proof-intensive unit, and there will not be a
us deserve to be tutorial during assessment heavy weeks (will be announced).
compensated for their
work.
Professor Sarah Mayes-Tang Page 8 of 13

EQUITY: A COURSE VALUE

As we all adjust to the changes that COVID-19 has brought, and increasingly participate in virtual
learning environments, students are reminded of the expectation that we all demonstrate respect
for one another. As outlined in the Student Code of Conduct, the University of Toronto does not
condone discrimination or harassment against any persons or communities especially when based
on grounds protected under the Ontario Human Rights Code. The University of Toronto’s Equity
Offices remain available to students to provide support.

Students are encouraged to support one another and the University’s commitment to human rights
and our values of diversity, inclusion, and respect in managing any inappropriate comments or
disruptive behaviours. If you experience or witness inappropriate comments or behaviours in your
classes, you are encouraged to contact your instructor. If you can, take and share a screenshot of the
inappropriate content with me - Prof. Mayes-Tang - so that I can follow-up with you and address the
conduct.

equity in math
Math does not represent the demographics of the country or the world at large. Likewise, the math
department and the math courses at UofT do not adequately represent the diversity of Toronto's
population, in terms of race, gender, or other diversity metrics.

The actions that we take and the things that we say within our mathematical spaces - whether they
be physical or virtual, or "official" or "informal" - create the culture of math at UofT. It is this culture
that shapes people's experience with math at the University.

I treat the responsibility to shape the mathematical culture positively and openly very seriously.
Think about the consequences that your words and actions have. For example, when you talk about
someone being "good at math" or a "genius", what other stereotypes are you also calling to
mind? If you say that someone is "surprisingly" good at math, what stereotypes are you invoking?
Even harmless statements can have a big
impact.

Please do your part to make MAT301 and all of

your mathematical spaces fair and equitable.

If you are seeking more equitable spaces in

mathematics, I encourage you to consider
reaching out to one of the following on-campus
organizations:
• Association for Women in Mathematics
• Mathematicians of Colour Alliance

PART OF SALOMÉ CHIMUKU’S “WHAT IS EQUITY?”,

AVAILABLE AT THIS LINK.
Professor Sarah Mayes-Tang Page 9 of 13

WHERE CAN I FIND SUPPORT?

If you want to know, you ask the question. There's no such thing as a dumb question. It's dumb
if you don't ask it. - Katherine Johnson
mental health support
• You may find yourself feeling overwhelmed, depressed, or anxious. Lots of people feel the
same way. There is help available from mental health professionals 24 hours a day via
online and phone-based services. Here are some that are available to U of T students:
◦ MySSP - My Student Support Program 1-844-451-9700, or outside of Canada
call 001-416-380-6578
◦ Good2Talk Student Helpline 1-866-925-5454, or text GOOD2TALK to 686868
◦ Distress Centres of Greater Toronto 416-408-4357, or text 45645
• The Navi tool can help you find mental health resources; it is a chatbot and your questions
are totally anonymous.
• The student union is also curating a list here: https://www.utsu.ca/mental-health/

general university resources

• The following are some important links to help you with academic and/or technical service
and support:
◦ Health & Wellness can help with appointments with a range of clinicians,
nutrition, immunizations, sexual and reproductive health and much more. Many of
their services continue to be available online.
◦ Arts & Sciences student resources through Sidney Smith Commons
◦ General student services and resources at Student Life site.

more resources….
• Resources on how to thrive academically from the Centre for Learning Strategy
Support
• Learner support at the Writing Centre
• Information about Accessibility Services
• Quercus Information in the Canvas Student Guide
• Logistical and social support for international students at the Center for International
Experience

If you have further questions, please email [email protected].

Professor Sarah Mayes-Tang Page 10 of 13

APPENDIX A: SPECIAL CIRCUMSTANCES

academic accommodations or if you become ill
I want to ensure that all students have the best possible learning experience in MAT301, and
understand that equity is not the same as equality.

Students with diverse learning styles and needs are welcome in this course. If you have an acute or
ongoing disability issue or accommodation need, you should register with Accessibility Services (AS)
at the beginning of the academic year by visiting https://studentlife.utoronto.ca/department/
accessibility-services/. Without registration, you will not be able to verify your situation with your
instructors, and instructors will not be advised about your accommodation needs. AS will assess your
situation, develop an accommodation plan with you, and support you in requesting accommodation
for your course work. Remember that the process of accommodation is private: AS will not share
details of your needs or condition with any instructor, and your instructors will not reveal that you are
registered with AS.

If you become ill during the term, remember to use your tokens (and save your tokens for illness!). If
it is something that will require accommodations, register with Accessibility Services right away!
Speak to your College Registrar as soon as possible too. If you exhaust tokens and are still ill, email
me about your situation.

student parents & carers

The University of Toronto strives to provide a family-friendly environment. You may wish to inform
me if you are a student with family responsibilities. If you are a student parent or have family
responsibilities, you also may wish to visit the Family Care Office website.

In addition, While we are online and school is not in session, I understand that childcare will be a
major issue for student parents. Please do not let caring responsibilities get in the way of attending
class. When we are in-person, children and babies are welcome in class under certain circumstances,
provided that you are willing to step out if they get noisy and that you are able to sit to the side or
back of the classroom where they may not distract other students.

religious observances
The University provides reasonable accommodation of the needs of students who observe religious
holy days other than those already accommodated by ordinary scheduling and statutory holidays.
Students have a responsibility to alert members of the teaching staff in a timely fashion to upcoming
religious observances and anticipated absences and instructors will make every reasonable effort to
avoid scheduling tests, examinations or other compulsory activities at these times.

Please reach out to me as early as possible to communicate any anticipated absences related to
religious observances, and to discuss any possible related implications for course work.
Professor Sarah Mayes-Tang Page 11 of 13

APPENDIX B: ACADEMIC INTEGRITY

This statement is long because I want to make it clear what is and what is not allowed in this course.
You should still read on, but all of it should make common sense: anything that feels like a "short-
cut" around doing the hard work of learning group theory yourself is wrong. I will not tolerate it. All
members of the teaching team are on the look-out for signs that there may be an academic integrity
violation.

Academic integrity is fundamental to learning and scholarship at the University of Toronto and
beyond. Participating honestly, respectfully, responsibly, and fairly in this academic community
ensures that the UofT degree that you earn will be valued as a true indication of your individual
academic achievement, and will continue to receive the respect and recognition it deserves.
Violating standards of academic integrity will prevent you from learning material, refining your
problem-solving skills, and developing self-sufficiency and self-esteem.

The Prof Mayes-Tang and MAT301 TAs are strongly committed to assigning grades based on our
students' honest efforts to demonstrate learning in this course. Academic dishonesty in any form will
thus not be tolerated in this course.

There are also practical reasons for you to follow academic integrity guidelines. If you do not have
the skills that you are supposed to build in this course, you will not be prepared for the other courses
in your degree program and will not be prepared for your job. Your future instructors and employers
DO notice!

Students are expected to know what constitutes academic integrity: familiarize yourself with the
information from the Student Academic Integrity website . It is the rule book for academic behaviour
at the UofT. Two examples of academic offences are:
• Having another student write a homework assignment, test, exam, or impersonating someone
else in writing one of these assessments
• Posting course materials (including quizzes, announcements, homework, tests, quizzes etc)
online - in any language and in any country

The following actions are examples of things that are not offences in this class:
• Discussing questions from homework with classmates, building off of each others' ideas
• Collaborating on assignments with classmates

In accordance with the University's Code of Behaviour on Academic Matters, we will actively
investigate any suspected cheating, plagiarism, misrepresentation or other dishonest practices. The
consequences for academic misconduct can be severe, including a failure in the course. If you have
any questions about what is or is not permitted in this course, please do not hesitate to contact your
instructor or TA.
Professor Sarah Mayes-Tang Page 12 of 13

Students are usually reluctant to report incidents of academic dishonesty. As we are working
together to preserve the fairness of this course, we encourage you to let us know
(anonymously, if necessary) if you observe behaviour that you feel might be unethical. course,
please do not hesitate to contact your instructor or TA.

Your name will be held in confidence.

Since I am so careful with academic integrity violations and do follow-up on all suspicious
behaviour, I sometimes find innocent behaviour that only looks suspicious. If you did not do
anything wrong you do not need to worry. You will have a good explanation
for our questions. Simply request a meeting - coming prepared with your rough draft work if
relevant - and do not worry!! I routinely "dismiss" suspicious behaviour too.

Note that you are expected to seek out additional information on academic integrity from me
or from other institutional resources. For example, to learn more about how to cite and use
source material appropriately and for other writing support, see the U of T writing support
website at http://www.writing.utoronto.ca. Consult the Code of Behaviour on Academic
Matters for a complete outline of the University's policy and expectations. For more
information, please see A&S Student Academic Integrity (https://www.artsci.utoronto.ca/
current/academic-advising-and-support/student-academic-integrity) and the University of
Toronto Website on Academic Integrity (https://www.academicintegrity.utoronto.ca).

plagiarism detection software

Sometimes, students will be required to submit their course assignments to the University’s
plagiarism detection tool for a review of textual similarity and detection of possible plagiarism.
In doing so, students will allow their assignments to be included as source documents in the
tool’s reference database, where they will be used solely for the purpose of detecting
plagiarism. The terms that apply to the University’s use of this tool are described on the Centre
for Teaching Support & Innovation site.

Thank you to Melissa Cheyney at Oregon State for the wording of the above. Thanks to Prof.
Liza Bolton for sharing the list of student resources with me. The grading scheme for the
course was developed using language from Robert Talbert, Dana Ernst, and many others.
Professor Sarah Mayes-Tang Page 13 of 13

APPENDIX C: WEEKLY ROUTINE & UNITS