Abstract
For eight years, the author has taught a course in cryptology for undergraduate non-mathematics majors [15]. However, has his approach to the course been appropriate or has he, along with many others, been doing the history of cryptology an injustice? In this article, the author examines how some textbook authors and mathematicians have approached the connection between math and cryptology. He will look at why people make the connections they do and how they can do better.
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