Introduction 7 the Ishango Bone 10 210 Holy Days 11 210 Frustrum 12
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
Mathematics in African History and Cultures
Paulus Gerdes & Ahmed Djebbar MATHEMATICS IN AFRICAN HISTORY AND CULTURES: AN ANNOTATED BIBLIOGRAPHY African Mathematical Union Commission on the History of Mathematics in Africa (AMUCHMA) Mathematics in African History and Cultures Second edition, 2007 First edition: African Mathematical Union, Cape Town, South Africa, 2004 ISBN: 978-1-4303-1537-7 Published by Lulu. Copyright © 2007 by Paulus Gerdes & Ahmed Djebbar Authors Paulus Gerdes Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique E-mail: [email protected] Ahmed Djebbar Département de mathématiques, Bt. M 2, Université de Lille 1, 59655 Villeneuve D’Asq Cedex, France E-mail: [email protected], [email protected] Cover design inspired by a pattern on a mat woven in the 19th century by a Yombe woman from the Lower Congo area (Cf. GER-04b, p. 96). 2 Table of contents page Preface by the President of the African 7 Mathematical Union (Prof. Jan Persens) Introduction 9 Introduction to the new edition 14 Bibliography A 15 B 43 C 65 D 77 E 105 F 115 G 121 H 162 I 173 J 179 K 182 L 194 M 207 N 223 O 228 P 234 R 241 S 252 T 274 U 281 V 283 3 Mathematics in African History and Cultures page W 290 Y 296 Z 298 Appendices 1 On mathematicians of African descent / 307 Diaspora 2 Publications by Africans on the History of 313 Mathematics outside Africa (including reviews of these publications) 3 On Time-reckoning and Astronomy in 317 African History and Cultures 4 String figures in Africa 338 5 Examples of other Mathematical Books and 343 -
Writing the History of Mathematics: Interpretations of the Mathematics of the Past and Its Relation to the Mathematics of Today
Writing the History of Mathematics: Interpretations of the Mathematics of the Past and Its Relation to the Mathematics of Today Johanna Pejlare and Kajsa Bråting Contents Introduction.................................................................. 2 Traces of Mathematics of the First Humans........................................ 3 History of Ancient Mathematics: The First Written Sources........................... 6 History of Mathematics or Heritage of Mathematics?................................. 9 Further Views of the Past and Its Relation to the Present.............................. 15 Can History Be Recapitulated or Does Culture Matter?............................... 19 Concluding Remarks........................................................... 24 Cross-References.............................................................. 24 References................................................................... 24 Abstract In the present chapter, interpretations of the mathematics of the past are problematized, based on examples such as archeological artifacts, as well as written sources from the ancient Egyptian, Babylonian, and Greek civilizations. The distinction between history and heritage is considered in relation to Euler’s function concept, Cauchy’s sum theorem, and the Unguru debate. Also, the distinction between the historical past and the practical past,aswellasthe distinction between the historical and the nonhistorical relations to the past, are made concrete based on Torricelli’s result on an infinitely long solid from -
Curriculum, Assessment, and Instruction Dr
May 2018 Curriculum, Assessment, and Instruction Dr. Fatima Morrell, Assistant Superintendent Our Vision: Through a commitment to equity and excellence, all students will receive a rigorous instructional program which prepares them to compete successfully, and contribute responsibly in a global society. Assistant Superintendent Highlights “Mathematics is Everywhere” Take a look around and math is everywhere. From finding the best deal while online shopping to calculating our students’ grades to cooking tonight’s dinner. When we think about math we tend to think about numbers and operations, fractions and decimals, standard algorithms and complicated formulas. But when was the last time you stopped to think about the stories behind the math? The who, the what, the where, the when? Stories connect us. They help us to create a deeper understanding and discover where we fit into the big picture. Have your students ever asked, or maybe you, yourself have wondered, “Why does this matter? When am I ever going to use this?” It’s these questions that show us how critical it is for students to understand both the history of math and the future of math. There are so many people that label the way students today are learning math as the “new way of doing math.” But how “new” is this math? The Ishango bone from Ancient Africa is one of the earliest artifacts of arithmetic, dating back 20,000 years ago. Many similarities can be found when comparing our base-10 number system to the base-20 number system Ancient Mayans used. Using shells to represent zero, dots to represent ones, and sticks to represent a groups of five, Mayans were able to calculate mathematical problems such as the length of the solar year. -
Discover Ishango.Pdf
HAVE YOU HEARD OF ISHANGO? CONTENTS GEOGRAPHICAL CONTEXT 5 5 Virunga National Park 8 Lake Edward THE ISHANGO ARCHAEOLOGICAL SITE 9 10 Rock Layers (Stratigraphy) 12 Dating the Layers 12 Archaeological Remains 12 Human Remains 13 Who Lived in Ishango 25,000 Years Ago? 13 What was Life Like in Ishango? 14 Harpoons and Barbed Points 17 Quartz Tools THE ISHANGO CARVED BONE 18 18 What Is It? 19 What’s So Special about It? 19 Theories 20 Counting Sticks Jean de Heinzelin on the bank of Lake Edward in 1950 GEOGRAPHICAL CONTEXT 5 GEOGRAPHICAL CONTEXT THE VIRUNGA NATIONAL PARK Ishango, that’s a literary competition? The name of a small bone? An oratorio? A symbol of scientific research? It’s all of those things, but originally it was an African village! 3 2 1 4 Ishango is in the north-east of the Democratic Republic of Congo (formally known as Zaire), in the North-Kivu province, in the Virunga National Park Political map of Africa: (virunga.org). The park’s 790,000 hectares cover more than 13% of the province. The Virunga Park 1 Democratic Republic of Congo 2 Republic of Congo was created in 1925, making it the oldest protected 3 Uganda park in Africa. Formally known as the Albert Park, it 4 Rwanda was created to protect mountain gorillas who were threatened by poachers in the twenties. This agree- ment also ensured that the park was protected from deforestation. The park was classed as a UNESCO world heritage site in 1979, and was reclassified as ‘heritage in danger’ in 1994, because of the Rwandan genoci- de. -
Mathematics Through Millenia - V.L
MATHEMATICS: CONCEPTS, AND FOUNDATIONS – Vol. I - Mathematics Through Millenia - V.L. Hansen MATHEMATICS THROUGH MILLENIA V.L. Hansen Department of Mathematics, Technical University of Denmark, Denmark Keywords: History of mathematics, mathematics in various civilizations, mathematicians, applications of mathematics, abstraction in mathematics. Contents 1. Introduction 2. The dawn of mathematics 2.1. Egyptian Mathematics 2.2. Mesopotamian Mathematics 2.3. Mayan Mathematics 3. The Greek heritage in mathematics 3.1. Geometry 3.2. Number Theory 4. The golden period of the Hindus and the Arabs in mathematics 4.1. Hindu Mathematics 4.2. Islamic Mathematics 4.3. Mathematics in Europe in the Middle Ages 5. Mathematics in China 5.1. Ancient Chinese Mathematics 5.2. The “Nine Chapters on the Mathematical Art” 5.3. In the Shadows of the Great Masters 5.4. A Golden Century for Mathematics in China 6. European mathematics in the Renaissance 6.1. The Solution of Cubic Equations 6.2. Mathematics inspired by Applications 7. Mathematics and the scientific revolution 7.1. Analytic Geometry 7.2. Calculus gets off the Ground 7.3. Other Mathematical Discoveries from the Seventeenth Century 8. The tools of calculus are developed and consolidated 8.1. The UNESCOBirth of Mathematical Analysis – EOLSS 8.2. Further Remarks on Mathematics in the Eighteenth Century 9. Abstract mathematical structures emerge 9.1. New AlgebraicSAMPLE Structures CHAPTERS 9.2. Groundbreaking New Discoveries in Geometry 9.3. Rigor in Analysis 9.4. Further Developments in the Nineteenth Century 10. Mathematics in the twentieth century 10.1. Problems in the Foundations of Set Theory 10.2. Tendencies in Twentieth Century Mathematics 10.3. -
AMUCHMA LIVRE BIBLIO Fr Complet
Paulus GERDES & Ahmed DJEBBAR LES MATHEMATIQUES DANS L'HISTOIRE ET LES CULTURES AFRICAINES Une bibliographie annotée Union Mathématique Africaine 2004 Edition française : Unions Mathématique Africaine Commission Africaine d’Histoire des Mathématiques (AMUCHMA) U.F.R. de Mathématiques, Université des Sciences et des Technologies de Lille, 2007. Editions anglaises : Première édition : Africain Mathematical Union, Cape Town, Afrique du Sud, 2004. Seconde édition : Lulu Editeur, 2007. Les auteurs : Paulus GERDES Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique. Tel. : +258 1 49 45 04 E-mail : [email protected] Ahmed DJEBBAR U.F.R. de Mathématiques, Bt. M2 Université des Sciences et des Technologies de Lille 59655 Villeneuve d’Asq Cedex, France Tel. : + 33 1 45 33 74 65 E-mail : [email protected] [email protected] 2 Table des matières PAGES Préface du Président de l'Union Mathématique Africaine (Pr. 5 Jan Persens) Présentation 6 Bibliographie A 9 B 30 C 49 D 58 E 77 F 87 G 92 H 123 I 131 J 136 K 139 L 149 M 160 N 172 O 175 P 180 R 186 S 196 T 214 U 221 V 223 W 228 Y 235 Z 237 Appendices 1 Sur des mathématiciens d'origine africaine/de la Diaspora 245 2 Publications d'auteurs africains sur l'histoire des mathématiques 250 en dehors de l'Afrique (incluant les comptes-rendus de ces publications) 3 PAGES 3 Sur le calcul du temps et l'astronomie dans l'histoire et les 253 cultures africaines 4 Les jeux de ficelle en Afrique 271 5 Exemples de livres et de livrets publiés par des mathématiciens -
The History of Mathematics: Alternative Perspectives
Copyrighted Material Chapter One The History of Mathematics: Alternative Perspectives A Justification for This Book An interest in history marks us for life. How we see ourselves and others is shaped by the history we absorb, not only in the classroom but also from the Internet, films, newspapers, television programs, novels, and even strip cartoons. From the time we first become aware of the past, it can fire our imagination and excite our curiosity: we ask questions and then seek an- swers from history. As our knowledge develops, differences in historical perspectives emerge. And, to the extent that different views of the past affect our perception of ourselves and of the outside world, history becomes an important point of reference in understanding the clash of cultures and of ideas. Not surprisingly, rulers throughout history have recognized that to control the past is to master the present and thereby consolidate their power. During the last four hundred years, Europe and its cultural dependen- cies1 have played a dominant role in world affairs. This is all too often reflected in the character of some of the historical writing produced by Eu- ropeans in the past. Where other people appear, they do so in a transitory fashion whenever Europe has chanced in their direction. Thus the history of the Africans or the indigenous peoples of the Americas often appears to begin only after their encounter with Europe. An important aspect of this Eurocentric approach to history is the man- ner in which the history and potentialities of non-European societies were represented, particularly with respect to their creation and development of science and technology. -
The Fables of Ishango, Or the Irresistible Temptation of Mathematical Fiction
The fables of Ishango, or the irresistible temptation of mathematical fiction by Olivier Keller, agrégé in mathematics, PhD, EHESS Figure 1: Map of modern-day Uganda. Ishango is located in the Democratic Republic of Congo (a former colony of the Kingdom of Belgium), close to the border with Uganda and situated on the northern shores of Lake Edward (its approximate position is shown by the red square). Prehistoric artefacts are silent by definition, imbued with a delectable air of mystery. They are captivating and, we feel, rich in meaning. We naturally try to “make them talk”, but it is hard to know if they have something to say and, if so, to make them speak the truth. All manner of fictionalised anachronisms lie poised for ambush, and one can very easily get caught out, especially when they are camouflaged … as mathematical truths. Mathematics, it is true, naturally look like definitive and timeless definitive truths. To top it off, almost any marking can be described or interpreted in mathematical language. The researcher acting in good faith can get carried away despite himself, yielding to the siren song of anachronism with the firm conviction that he is speaking the truth, for “this is mathematics”! The two perpendicular and symmetrical planes of a biface (hand axe),1 it will be argued, show that the maker of the tool had mastered the 1. A tool that was mass produced by Homo erectus and Homo ergaster during the Lower Palaeolithic, starting from 1.5 million years ago. 1 Euclidian conception of space. Similarly, a given group of n strokes or notches will invariably be taken as number n. -
Success in High-Need Schools Journal Volume 14, Number 1 March, 2018 Journal Issue Theme: “Finding Success for Every Student”
Success in High-Need Schools Journal Volume 14, Number 1 March, 2018 Journal Issue Theme: “Finding Success for Every Student” This issue of the online Success in High-Need Schools Journal contains articles and columns analyzing student achievement and program development reflecting the two-year transition from No Child Left Behind (NCLB) to the 2015 Every Student Succeeds Act (ESSA), a bipartisan Obama era measure in which Congress reauthorized the 1965 federal Elementary and Secondary Education Act (ESEA). ESSA loosened the rigorous federal school accountability requirements of NCLB to allow states and schools more flexibility in developing standards and methods for student achievement. ESSA retains protections for economically disadvantaged students, students with disabilities, and English language learners and continues transparency and accountability provisions of ESEA. ESSA also requires states to help ensure that all students have excellent teachers and safe and supportive learning environments to prepare them for success in college, careers, and life. During the spring of 2017, states submitted to the federal Department of Education their plans for implementation of ESSA. The state plan that the Illinois State Board of Education (ISBE) submitted in April 2017, declares a goal of 90% of ninth grade students will be on track to graduate with their cohort, that 90% of students will graduate from high school prepared for college and career, and that by 2025, at least 60% of Illinoisans will hold a “high quality degree or postsecondary credential.” Moreover, the plan commits to development of three years of baseline data against which to measure student progress in such areas as academic achievement, graduation rates, and English learner proficiency. -
The Ishango Artefact: the Missing Base 12 Link
Original Paper Forma, 14, 339–346, 1999 The Ishango Artefact: the Missing Base 12 Link Vladimir PLETSER1 and Dirk HUYLEBROUCK2 1European Space Agency, P.O. BOX 299, NL-2200 Noordwijk, The Netherlands E-mail: [email protected] 2Sint-Lucas Institute of Architecture, Paleizenstraat 65-67, 1030 Brussels, Belgium E-mail: [email protected] (Received November 19, 1999: Accepted December 22, 1999) Keywords: Archaeology, Mathematics, Art Abstract. In 1950, the Belgian Prof. J. de Heinzelin discovered a bone at Ishango, a Congolese village at the sources of the Nile. The artefact has patterned notches, making it the first tool showing logic reasoning. Here, Pletser proposes his new “slide rule” interpretation, rejecting former “arithmetic game” and “calendar” explanations. Counting methods of present day civilisations in Africa provide circumstantial evidence for Pletser’s hypothesis. Moreover, it confirms de Heinzelin’s archaeological evidence about relationships between Egypt, West Africa and Ishango. It points towards the use of the base 12, which anthropologist Thomas had studied in West Africa some 80 years ago. It appears that the Ishango artefact is the missing link Thomas was looking for. These results where obtained independently; for instance, space scientist Pletser just stumbled over the Ishango artefact as he favoured the project of carrying it into space, as an African equivalent of the Katachi-symmetry relationship. 1. The Ishango bone The Ishango bone is a 10-cm long curved bone, first described by its discoverer, J. de Heinzelin. He found the tiny bone about fifty years ago, among harpoon heads at a village called Ishango not far from the present border between Congo and Uganda. -
Physiological Concepts with Inbuilt Mathematics in Scratches on Ishango Bone by Upper Paleolithic People of Africa
Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 Physiological Concepts with Inbuilt Mathematics in Scratches on Ishango Bone by Upper Paleolithic People of Africa Dr. Swapan Kumar Adhikari, Ph.D. (Sc) Retired Headmaster, GHUSURI UCHCHA MADHYAMIK VIDYALAYA Abstract:- It was as early as 35000 BCE, bones and australopithecines3 from the foot prints in the volcanic ash stones were the open pages for writing anything that in Laetoli, Tanzania. Considering somewhat archaic mind had to say. It was women who were the torch ancestors, Australopithecus Africanus4, and modern bearers. They scratched on any surface available to African natives the debate over the place of human origins, them and poured their mind upside down. It is now the first raised by Darwin5 in the 19th century where he wise men of the posterity to decipher the pristine suggested that Africa was the continent of origin. He also symbols. We have collected a few items from different resurfaced in a debate over the place, not merely of early sources and applied our mind to decode the primitive hominid but also anatomically modern humans. dots and lines of those sleeping alphabets of an age much earlier than the hieroglyphic days of the known Our ancestral started their survival and sharp turning civilisation where involvement of mathematics has been for their improvement from Paleolithic era6. explored. On the people of Ishango, the discoverer Jean de We said ‘open sesame’ and the door of unexplored Heinzelin7 expressed as:“…. Some of the molars we found mathematics, astronomy and religion etc.: opened up in were as large as those of Australopithecus, the pre-human front of our eyes! Here is our presentation.