Mathematics, Reason & Religion
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Two Editions of Ibn Al-Haytham's Completion of the Conics
Historia Mathematica 29 (2002), 247–265 doi:10.1006/hmat.2002.2352 Two Editions of Ibn al-Haytham’s Completion of the Conics View metadata, citation and similar papers at core.ac.uk brought to you by CORE Jan P. Hogendijk provided by Elsevier - Publisher Connector Mathematics Department, University of Utrecht, P.O. Box 80.010, 3508 TA Utrecht, Netherlands E-mail: [email protected] The lost Book VIII of the Conics of Apollonius of Perga (ca. 200 B.C.) was reconstructed by the Islamic mathematician Ibn al-Haytham (ca. A.D. 965–1041) in his Completion of the Conics. The Arabic text of this reconstruction with English translation and commentary was published as J. P. Hogendijk, Ibn al-Haytham’s Completion of the Conics (New York: Springer-Verlag, 1985). In a new Arabic edition with French translation and commentary (R. Rashed, Les mathematiques´ infinitesimales´ du IXe au XIe siecle.´ Vol. 3., London: Al-Furqan Foundation, 2000), it was claimed that my edition is faulty. In this paper the similarities and differences between the two editions, translations, and commentaries are discussed, with due consideration for readers who do not know Arabic. The facts will speak for themselves. C 2002 Elsevier Science (USA) C 2002 Elsevier Science (USA) C 2002 Elsevier Science (USA) 247 0315-0860/02 $35.00 C 2002 Elsevier Science (USA) All rights reserved. 248 JAN P. HOGENDIJK HMAT 29 AMS subject classifications: 01A20, 01A30. Key Words: Ibn al-Haytham; conic sections; multiple editions; Rashed. 1. INTRODUCTION The Conics of Apollonius of Perga (ca. 200 B.C.) is one of the fundamental texts of ancient Greek geometry. -
History of Mathematics in Mathematics Education. Recent Developments Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang
History of mathematics in mathematics education. Recent developments Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang To cite this version: Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang. History of mathematics in mathematics education. Recent developments. History and Pedagogy of Mathematics, Jul 2016, Montpellier, France. hal-01349230 HAL Id: hal-01349230 https://hal.archives-ouvertes.fr/hal-01349230 Submitted on 27 Jul 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. HISTORY OF MATHEMATICS IN MATHEMATICS EDUCATION Recent developments Kathleen CLARK, Tinne Hoff KJELDSEN, Sebastian SCHORCHT, Constantinos TZANAKIS, Xiaoqin WANG School of Teacher Education, Florida State University, Tallahassee, FL 32306-4459, USA [email protected] Department of Mathematical Sciences, University of Copenhagen, Denmark [email protected] Justus Liebig University Giessen, Germany [email protected] Department of Education, University of Crete, Rethymnon 74100, Greece [email protected] Department of Mathematics, East China Normal University, China [email protected] ABSTRACT This is a survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the HPM domain). Section 1 explains the rationale of the study and formulates the key issues. -
By the Persian Mathematician and Engineer Abubakr
1 2 The millennium old hydrogeology textbook “The Extraction of Hidden Waters” by the Persian 3 mathematician and engineer Abubakr Mohammad Karaji (c. 953 – c. 1029) 4 5 Behzad Ataie-Ashtiania,b, Craig T. Simmonsa 6 7 a National Centre for Groundwater Research and Training and College of Science & Engineering, 8 Flinders University, Adelaide, South Australia, Australia 9 b Department of Civil Engineering, Sharif University of Technology, Tehran, Iran, 10 [email protected] (B. Ataie-Ashtiani) 11 [email protected] (C. T. Simmons) 12 13 14 15 Hydrology and Earth System Sciences (HESS) 16 Special issue ‘History of Hydrology’ 17 18 Guest Editors: Okke Batelaan, Keith Beven, Chantal Gascuel-Odoux, Laurent Pfister, and Roberto Ranzi 19 20 1 21 22 Abstract 23 We revisit and shed light on the millennium old hydrogeology textbook “The Extraction of Hidden Waters” by the 24 Persian mathematician and engineer Karaji. Despite the nature of the understanding and conceptualization of the 25 world by the people of that time, ground-breaking ideas and descriptions of hydrological and hydrogeological 26 perceptions such as components of hydrological cycle, groundwater quality and even driving factors for 27 groundwater flow were presented in the book. Although some of these ideas may have been presented elsewhere, 28 to the best of our knowledge, this is the first time that a whole book was focused on different aspects of hydrology 29 and hydrogeology. More importantly, we are impressed that the book is composed in a way that covered all aspects 30 that are related to an engineering project including technical and construction issues, guidelines for maintenance, 31 and final delivery of the project when the development and construction was over. -
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
Portland State University PDXScholar Mathematics and Statistics Faculty Fariborz Maseeh Department of Mathematics Publications and Presentations and Statistics 3-2018 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hu Sun University of Macau Christine Chambris Université de Cergy-Pontoise Judy Sayers Stockholm University Man Keung Siu University of Hong Kong Jason Cooper Weizmann Institute of Science SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/mth_fac Part of the Science and Mathematics Education Commons Let us know how access to this document benefits ou.y Citation Details Sun X.H. et al. (2018) The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes. In: Bartolini Bussi M., Sun X. (eds) Building the Foundation: Whole Numbers in the Primary Grades. New ICMI Study Series. Springer, Cham This Book Chapter is brought to you for free and open access. It has been accepted for inclusion in Mathematics and Statistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Xu Hu Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier, Sarah Inés González de Lora Sued, Eva Thanheiser, Nadia Azrou, Lynn McGarvey, Catherine Houdement, and Lisser Rye Ejersbo This book chapter is available at PDXScholar: https://pdxscholar.library.pdx.edu/mth_fac/253 Chapter 5 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hua Sun , Christine Chambris Judy Sayers, Man Keung Siu, Jason Cooper , Jean-Luc Dorier , Sarah Inés González de Lora Sued , Eva Thanheiser , Nadia Azrou , Lynn McGarvey , Catherine Houdement , and Lisser Rye Ejersbo 5.1 Introduction Mathematics learning and teaching are deeply embedded in history, language and culture (e.g. -
History of Mathematics
Georgia Department of Education History of Mathematics K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety of representations, working independently and cooperatively to solve problems, estimating and computing efficiently, and conducting investigations and recording findings. There is a shift towards applying mathematical concepts and skills in the context of authentic problems and for the student to understand concepts rather than merely follow a sequence of procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an understanding that there are many different ways to a solution and sometimes more than one right answer in applied mathematics. Mathematics is the economy of information. The central idea of all mathematics is to discover how knowing some things well, via reasoning, permit students to know much else—without having to commit the information to memory as a separate fact. It is the reasoned, logical connections that make mathematics coherent. The implementation of the Georgia Standards of Excellence in Mathematics places a greater emphasis on sense making, problem solving, reasoning, representation, connections, and communication. History of Mathematics History of Mathematics is a one-semester elective course option for students who have completed AP Calculus or are taking AP Calculus concurrently. It traces the development of major branches of mathematics throughout history, specifically algebra, geometry, number theory, and methods of proofs, how that development was influenced by the needs of various cultures, and how the mathematics in turn influenced culture. The course extends the numbers and counting, algebra, geometry, and data analysis and probability strands from previous courses, and includes a new history strand. -
History of Mathematics
History of Mathematics James Tattersall, Providence College (Chair) Janet Beery, University of Redlands Robert E. Bradley, Adelphi University V. Frederick Rickey, United States Military Academy Lawrence Shirley, Towson University Introduction. There are many excellent reasons to study the history of mathematics. It helps students develop a deeper understanding of the mathematics they have already studied by seeing how it was developed over time and in various places. It encourages creative and flexible thinking by allowing students to see historical evidence that there are different and perfectly valid ways to view concepts and to carry out computations. Ideally, a History of Mathematics course should be a part of every mathematics major program. A course taught at the sophomore-level allows mathematics students to see the great wealth of mathematics that lies before them and encourages them to continue studying the subject. A one- or two-semester course taught at the senior level can dig deeper into the history of mathematics, incorporating many ideas from the 19th and 20th centuries that could only be approached with difficulty by less prepared students. Such a senior-level course might be a capstone experience taught in a seminar format. It would be wonderful for students, especially those planning to become middle school or high school mathematics teachers, to have the opportunity to take advantage of both options. We also encourage History of Mathematics courses taught to entering students interested in mathematics, perhaps as First Year or Honors Seminars; to general education students at any level; and to junior and senior mathematics majors and minors. Ideally, mathematics history would be incorporated seamlessly into all courses in the undergraduate mathematics curriculum in addition to being addressed in a few courses of the type we have listed. -
In. ^Ifil Fiegree in PNILOSOPNY
ISLAMIC PHILOSOPHY OF SCIENCE: A CRITICAL STUDY O F HOSSAIN NASR Dis««rtation Submitted TO THE Aiigarh Muslim University, Aligarh for the a^ar d of in. ^Ifil fiegree IN PNILOSOPNY BY SHBIKH ARJBD Abl Under the Kind Supervision of PROF. S. WAHEED AKHTAR Cbiimwa, D«ptt. ol PhiloMphy. DEPARTMENT OF PHILOSOPHY ALIGARH IWIUSLIIM UNIVERSITY ALIGARH 1993 nmiH DS2464 gg®g@eg^^@@@g@@€'@@@@gl| " 0 3 9 H ^ ? S f I O ( D .'^ ••• ¥4 H ,. f f 3« K &^: 3 * 9 m H m «< K t c * - ft .1 D i f m e Q > i j 8"' r E > H I > 5 C I- 115m Vi\ ?- 2 S? 1 i' C £ O H Tl < ACKNOWLEDGEMENT In the name of Allah« the Merciful and the Compassionate. It gives me great pleasure to thanks my kind hearted supervisor Prof. S. Waheed Akhtar, Chairman, Department of Philosophy, who guided me to complete this work. In spite of his multifarious intellectual activities, he gave me valuable time and encouraged me from time to time for this work. Not only he is a philosopher but also a man of literature and sugge'sted me such kind of topic. Without his careful guidance this work could not be completed in proper time. I am indebted to my parents, SK Samser All and Mrs. AJema Khatun and also thankful to my uncle Dr. Sheikh Amjad Ali for encouraging me in research. I am also thankful to my teachers in the department of Philosophy, Dr. M. Rafique, Dr. Tasaduque Hussain, Mr. Naushad, Mr. Muquim and Dr. Sayed. -
Arithmetical Proofs in Arabic Algebra Jeffery A
This article is published in: Ezzaim Laabid, ed., Actes du 12è Colloque Maghrébin sur l'Histoire des Mathématiques Arabes: Marrakech, 26-27-28 mai 2016. Marrakech: École Normale Supérieure 2018, pp 215-238. Arithmetical proofs in Arabic algebra Jeffery A. Oaks1 1. Introduction Much attention has been paid by historians of Arabic mathematics to the proofs by geometry of the rules for solving quadratic equations. The earliest Arabic books on algebra give geometric proofs, and many later algebraists introduced innovations and variations on them. The most cited authors in this story are al-Khwārizmī, Ibn Turk, Abū Kāmil, Thābit ibn Qurra, al-Karajī, al- Samawʾal, al-Khayyām, and Sharaf al-Dīn al-Ṭūsī.2 What we lack in the literature are discussions, or even an acknowledgement, of the shift in some authors beginning in the eleventh century to give these rules some kind of foundation in arithmetic. Al-Karajī is the earliest known algebraist to move away from geometric proof, and later we see arithmetical arguments justifying the rules for solving equations in Ibn al-Yāsamīn, Ibn al-Bannāʾ, Ibn al-Hāʾim, and al-Fārisī. In this article I review the arithmetical proofs of these five authors. There were certainly other algebraists who took a numerical approach to proving the rules of algebra, and hopefully this article will motivate others to add to the discussion. To remind readers, the powers of the unknown in Arabic algebra were given individual names. The first degree unknown, akin to our �, was called a shayʾ (thing) or jidhr (root), the second degree unknown (like our �") was called a māl (sum of money),3 and the third degree unknown (like our �#) was named a kaʿb (cube). -
The History of Arabic Sciences: a Selected Bibliography
THE HISTORY OF ARABIC SCIENCES: A SELECTED BIBLIOGRAPHY Mohamed ABATTOUY Fez University Max Planck Institut für Wissenschaftsgeschichte, Berlin A first version of this bibliography was presented to the Group Frühe Neuzeit (Max Planck Institute for History of Science, Berlin) in April 1996. I revised and expanded it during a stay of research in MPIWG during the summer 1996 and in Fez (november 1996). During the Workshop Experience and Knowledge Structures in Arabic and Latin Sciences, held in the Max Planck Institute for the History of Science in Berlin on December 16-17, 1996, a limited number of copies of the present Bibliography was already distributed. Finally, I express my gratitude to Paul Weinig (Berlin) for valuable advice and for proofreading. PREFACE The principal sources for the history of Arabic and Islamic sciences are of course original works written mainly in Arabic between the VIIIth and the XVIth centuries, for the most part. A great part of this scientific material is still in original manuscripts, but many texts had been edited since the XIXth century, and in many cases translated to European languages. In the case of sciences as astronomy and mechanics, instruments and mechanical devices still extant and preserved in museums throughout the world bring important informations. A total of several thousands of mathematical, astronomical, physical, alchemical, biologico-medical manuscripts survived. They are written mainly in Arabic, but some are in Persian and Turkish. The main libraries in which they are preserved are those in the Arabic World: Cairo, Damascus, Tunis, Algiers, Rabat ... as well as in private collections. Beside this material in the Arabic countries, the Deutsche Staatsbibliothek in Berlin, the Biblioteca del Escorial near Madrid, the British Museum and the Bodleian Library in England, the Bibliothèque Nationale in Paris, the Süleymaniye and Topkapi Libraries in Istanbul, the National Libraries in Iran, India, Pakistan.. -
The Constituents of the Propositions of Logic Kevin C
10 The Constituents of the Propositions of Logic Kevin C. Klement 1 Introduction Many founders of modern logic—Frege and Russell among them—bemoan- ed the tendency, still found in most textbook treatments, to define the subject matter of logic as “the laws of thought” or “the principles of inference”. Such descriptions fail to capture logic’s objective nature; they make it too dependent on human psychology or linguistic practices. It is one thing to identify what logic is not about. It is another to say what it is about. I tell my students that logic studies relationships between the truth-values of propositions that hold in virtue of their form. But even this characterization leaves me uneasy. I don’t really know what a “form” is, and even worse perhaps, I don’t really know what these “propositions” are that have these forms. If propositions are considered merely as sentences or linguistic assertions, the definition does not seem like much of an improvement over the psychological definitions. Language is a human invention, but logic is more than that, or so it seems. It is perhaps forgiveable then that at certain times Russell would not have been prepared to give a very good answer to the question “What is Logic?”, such as when he attempted, but failed, to compose a paper with that title in October 1912. Given that Russell had recently completed Principia Mathematica, a work alleging to establish the reducibility of mathematics to logic, one might think this overly generous. What does the claim that mathematics reduces to logic come to if we cannot independently speci- Published in Acquaintance, Knowledge and Logic: New Essays on Bertrand Russell’s Problems of Philosophy, edited by Donovan Wishon and Bernard Linsky. -
A Brief History of Mathematics a Brief History of Mathematics
A Brief History of Mathematics A Brief History of Mathematics What is mathematics? What do mathematicians do? A Brief History of Mathematics What is mathematics? What do mathematicians do? http://www.sfu.ca/~rpyke/presentations.html A Brief History of Mathematics • Egypt; 3000B.C. – Positional number system, base 10 – Addition, multiplication, division. Fractions. – Complicated formalism; limited algebra. – Only perfect squares (no irrational numbers). – Area of circle; (8D/9)² Æ ∏=3.1605. Volume of pyramid. A Brief History of Mathematics • Babylon; 1700‐300B.C. – Positional number system (base 60; sexagesimal) – Addition, multiplication, division. Fractions. – Solved systems of equations with many unknowns – No negative numbers. No geometry. – Squares, cubes, square roots, cube roots – Solve quadratic equations (but no quadratic formula) – Uses: Building, planning, selling, astronomy (later) A Brief History of Mathematics • Greece; 600B.C. – 600A.D. Papyrus created! – Pythagoras; mathematics as abstract concepts, properties of numbers, irrationality of √2, Pythagorean Theorem a²+b²=c², geometric areas – Zeno paradoxes; infinite sum of numbers is finite! – Constructions with ruler and compass; ‘Squaring the circle’, ‘Doubling the cube’, ‘Trisecting the angle’ – Plato; plane and solid geometry A Brief History of Mathematics • Greece; 600B.C. – 600A.D. Aristotle; mathematics and the physical world (astronomy, geography, mechanics), mathematical formalism (definitions, axioms, proofs via construction) – Euclid; Elements –13 books. Geometry, -
A Note on the History of Trigonometric Functions and Substitutions
A NOTE ON THE HISTORY OF TRIGONOMETRIC FUNCTIONS AND SUBSTITUTIONS Jean-Pierre Merlet INRIA, BP 93, 06902 Sophia-Antipolis Cedex France Abstract: Trigonometric functions appear very frequently in mechanism kinematic equations (for example as soon a revolute joint is involved in the mechanism). Dealing with these functions is difficult and trigonometric substi- tutions are used to transform them into algebraic terms that can be handled more easily. We present briefly the origin of the trigonometric functions and of these substitutions. Keywords: trigonometric substitutions, robotics 1 INTRODUCTION When dealing with the kinematic equations of a mechanism involving revolute joints appears frequently terms involving the sine and cosine of the revolute joint angles. Hence when solving either the direct or inverse kinematic equa- tions one has to deal with such terms. But the problem is that the geometric structure of the manifold build on such terms is not known and that only nu- merical method can be used to solve such equations. A classical approach to deal with this problem is to transform these terms into algebraic terms using the following substitution: θ 2t 1 − t2 t = tan( ) ⇒ sin(θ)= cos(θ)= 2 1+ t2 1+ t2 This substitution allows one to transform an equation involving the sine and cosine of an angle into an algebraic equation. Such type of equation has a structure that has been well studied in the past and for which a large number properties has been established, such as the topology of the resulting man- ifold and its geometrical properties. Furthermore efficient formal/numerical methods are available for solving systems of algebraic equations.