THE ISHANGO BONE: the World's First Known Mathematical Sieve
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Implementing Eratosthenes' Discovery in the Classroom: Educational
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas Decamp, C. de Hosson To cite this version: Nicolas Decamp, C. de Hosson. Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention. Science and Education, Springer Verlag, 2012, 21 (6), pp.911-920. 10.1007/s11191-010-9286-3. hal-01663445 HAL Id: hal-01663445 https://hal.archives-ouvertes.fr/hal-01663445 Submitted on 18 Dec 2017 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. Sci & Educ DOI 10.1007/s11191-010-9286-3 Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas De´camp • Ce´cile de Hosson Ó Springer Science+Business Media B.V. 2010 Abstract This paper presents a critical analysis of the accepted educational use of the method performed by Eratosthenes to measure the circumference of Earth which is often considered as a relevant means of dealing with issues related to the nature of science and its history. This method relies on a number of assumptions among which the parallelism of sun rays. The assumption of sun rays parallelism (if it is accurate) does not appear spontaneous for students who consider sun rays to be divergent. -
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 -
Inventing Your Own Number System
Inventing Your Own Number System Through the ages people have invented many different ways to name, write, and compute with numbers. Our current number system is based on place values corresponding to powers of ten. In principle, place values could correspond to any sequence of numbers. For example, the places could have values corre- sponding to the sequence of square numbers, triangular numbers, multiples of six, Fibonacci numbers, prime numbers, or factorials. The Roman numeral system does not use place values, but the position of numerals does matter when determining the number represented. Tally marks are a simple system, but representing large numbers requires many strokes. In our number system, symbols for digits and the positions they are located combine to represent the value of the number. It is possible to create a system where symbols stand for operations rather than values. For example, the system might always start at a default number and use symbols to stand for operations such as doubling, adding one, taking the reciprocal, dividing by ten, squaring, negating, or any other specific operations. Create your own number system. What symbols will you use for your numbers? How will your system work? Demonstrate how your system could be used to perform some of the following functions. • Count from 0 up to 100 • Compare the sizes of numbers • Add and subtract whole numbers • Multiply and divide whole numbers • Represent fractional values • Represent irrational numbers (such as π) What are some of the advantages of your system compared with other systems? What are some of the disadvantages? If you met aliens that had developed their own number system, how might their mathematics be similar to ours and how might it be different? Make a list of some math facts and procedures that you have learned. -
Astronomy and Hipparchus
CHAPTER 9 Progress in the Sciences: Astronomy and Hipparchus Klaus Geus Introduction Geography in modern times is a term which covers several sub-disciplines like ecology, human geography, economic history, volcanology etc., which all con- cern themselves with “space” or “environment”. In ancient times, the definition of geography was much more limited. Geography aimed at the production of a map of the oikoumene, a geographer was basically a cartographer. The famous scientist Ptolemy defined geography in the first sentence of his Geographical handbook (Geog. 1.1.1) as “imitation through drafting of the entire known part of the earth, including the things which are, generally speaking, connected with it”. In contrast to chorography, geography uses purely “lines and label in order to show the positions of places and general configurations” (Geog. 1.1.5). Therefore, according to Ptolemy, a geographer needs a μέθοδος μαθεματική, abil- ity and competence in mathematical sciences, most prominently astronomy, in order to fulfil his task of drafting a map of the oikoumene. Given this close connection between geography and astronomy, it is not by default that nearly all ancient “geographers” (in the limited sense of the term) stood out also as astronomers and mathematicians: Among them Anaximander, Eudoxus, Eratosthenes, Hipparchus, Poseidonius and Ptolemy are the most illustrious. Apart from certain topics like latitudes, meridians, polar circles etc., ancient geography also took over from astronomy some methods like the determina- tion of the size of the earth or of celestial and terrestrial distances.1 The men- tioned geographers Anaximander, Eudoxus, Hipparchus, Poseidonius and Ptolemy even constructed instruments for measuring, observing and calculat- ing like the gnomon, sundials, skaphe, astrolabe or the meteoroscope.2 1 E.g., Ptolemy (Geog. -
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. -
1.1 Eratosthenes Measures the Earth (Copyright: Bryan Dorner All Rights Reserved)
1.1 Eratosthenes Measures the Earth (Copyright: Bryan Dorner all rights reserved) How big is the Earth? The mathematician Eratosthenes (276-195 BCE) lived in the city of Alexandria in northern Egypt near the place where the Nile river empties into the Mediterranean. Eratosthenes was chief librarian at the Alexandria museum and one of the foremost scholars of the day - second only to Archimedes (who many consider one of the two or three best mathematicians ever to have lived). The city of Alexandria had been founded about one hundred years earlier by Alexander the Great whose conquests stretched from Egypt, through Syria, Babylonia, and Persia to northern India and central Asia. As the Greeks were also called Hellenes, the resulting empire was known as the Hellenistic empire and the following period in which Greek culture was dominant is called the Hellenistic age. The Hellenistic age saw a considerable exchange of culture between the conquering Greeks and the civilizations of the lands they controlled. It is from about this period that the predominantly geometric mathematics of the Greeks shows a computational aspect borrowed from the Babylonians. Some of the best mathematics we have inherited comes from just such a blend of contributions from diverse cultures. Eratosthenes is known for his simple but accurate measurement of the size of the earth. The imprint of Babylon (modern Iraq) as well as Greece can be seen in his method. He did not divide the arc of a circle into 360 parts as the Babylonians did, but into 60 equal parts. Still, the use of 60 reveals the influence of the Babylonian number system - the sexagesimal system - which was based on the number 60 in the same way ours is based on the number 10. -
Numeration Systems Reminder : If a and M Are Whole Numbers Then Exponential Expression Amor a to the Mth Power Is M = ⋅⋅⋅⋅⋅ Defined by A Aaa
MA 118 – Section 3.1: Numeration Systems Reminder : If a and m are whole numbers then exponential expression amor a to the mth power is m = ⋅⋅⋅⋅⋅ defined by a aaa... aa . m times Number a is the base ; m is the exponent or power . Example : 53 = Definition: A number is an abstract idea that indicates “how many”. A numeral is a symbol used to represent a number. A System of Numeration consists of a set of basic numerals and rules for combining them to represent numbers. 1 Section 3.1: Numeration Systems The timeline indicates recorded writing about 10,000 years ago between 4,000–3,000 B.C. The Ishango Bone provides the first evidence of human counting, dated 20,000 years ago. I. Tally Numeration System Example: Write the first 12 counting numbers with tally marks. In a tally system, there is a one-to-one correspondence between marks and items being counted. What are the advantages and drawbacks of a Tally Numeration System? 2 Section 3.1: Numeration Systems (continued) II. Egyptian Numeration System Staff Yoke Scroll Lotus Pointing Fish Amazed (Heel Blossom Finger (Polywog) (Astonished) Bone) Person Example : Page 159 1 b, 2b Example : Write 3248 as an Egyptian numeral. What are the advantages and drawbacks of the Egyptian System? 3 Section 3.1: Numeration Systems (continued) III. Roman Numeral System Roman Numerals I V X L C D M Indo-Arabic 1 5 10 50 100 500 1000 If a symbol for a lesser number is written to the left of a symbol for a greater number, then the lesser number is subtracted. -
9 · the Growth of an Empirical Cartography in Hellenistic Greece
9 · The Growth of an Empirical Cartography in Hellenistic Greece PREPARED BY THE EDITORS FROM MATERIALS SUPPLIED BY GERMAINE AUJAe There is no complete break between the development of That such a change should occur is due both to po cartography in classical and in Hellenistic Greece. In litical and military factors and to cultural developments contrast to many periods in the ancient and medieval within Greek society as a whole. With respect to the world, we are able to reconstruct throughout the Greek latter, we can see how Greek cartography started to be period-and indeed into the Roman-a continuum in influenced by a new infrastructure for learning that had cartographic thought and practice. Certainly the a profound effect on the growth of formalized know achievements of the third century B.C. in Alexandria had ledge in general. Of particular importance for the history been prepared for and made possible by the scientific of the map was the growth of Alexandria as a major progress of the fourth century. Eudoxus, as we have seen, center of learning, far surpassing in this respect the had already formulated the geocentric hypothesis in Macedonian court at Pella. It was at Alexandria that mathematical models; and he had also translated his Euclid's famous school of geometry flourished in the concepts into celestial globes that may be regarded as reign of Ptolemy II Philadelphus (285-246 B.C.). And it anticipating the sphairopoiia. 1 By the beginning of the was at Alexandria that this Ptolemy, son of Ptolemy I Hellenistic period there had been developed not only the Soter, a companion of Alexander, had founded the li various celestial globes, but also systems of concentric brary, soon to become famous throughout the Mediter spheres, together with maps of the inhabited world that ranean world. -
Tally Sticks, Counting Boards, and Sumerian Proto-Writing John Alan Halloran
Early Numeration - John Alan Halloran - August 10, 2009 - Page 1 Early Numeration - Tally Sticks, Counting Boards, and Sumerian Proto-Writing John Alan Halloran http://www.sumerian.org/ Work on the published version of my Sumerian Lexicon (Logogram Publishing: 2006) has revealed that: 1) the early Sumerians used wooden tally sticks for counting; 2) tally marks led to proto-writing; 3) the Sumerian pictograms for goats and sheep probably derive from tally stick notch conventions; 4) the Uruk period civilization used counting boards; 5) the authors of the proto-cuneiform tablets drew with animal claws or bird talons; 6) the historical Sumerians used clay split tallies as credit instruments; and 7) the Sumerians may sometimes have counted by placing knots or stones on a string. 1. Counting with Wooden Tally Sticks 1.1. The following text caught my attention. It is from The Debate between Sheep and Grain, ETCSL 5.3.2, lines 130-133: "Every night your count is made and your tally-stick put into the ground, so your herdsman can tell people how many ewes there are and how many young lambs, and how many goats and how many young kids." The Sumerian reads: 130 ud šu2-uš-e niñ2-kas7-zu ba-ni-ak-e ñiš 131 ŠID-ma-zu ki i3-tag-tag-ge - the Unicode version has ñiš-šudum- ma-zu 132 na-gada-zu u8 me-a sila4 tur-tur me-a 133 ud5 me-a maš2 tur-tur me-a lu2 mu-un-na-ab-be2 š is read |sh| and ñ is read |ng|. -
Babylonian Numeration
Babylonian Numeration Dominic Klyve ∗ October 9, 2020 You may know that people have developed several different ways to represent numbers throughout history. The simplest is probably to use tally marks, so that the first few numbers might be represented like this: and so on. You may also have learned a more efficient way to make tally marks at some point, but the method above is almost certainly the first that humans ever used. Some ancient artifacts, including one known as the \Ishango Bone," suggest that people were using symbols like these over 20,000 years ago!1 By 2000 BCE, the Sumerian civilization had developed a considerably more sophisticated method of writing numbers|a method which in many ways is quite unlike what we use today. Their method was adopted by the Babylonians after they conquered the Sumerians, and today the symbols used in this system are usually referred to as Babylonian numerals. Fortunately, we have a very good record of the way the Sumerians (and Babylonians) wrote their numbers. They didn't use paper, but instead used a small wedge-shaped (\cuneiform") tool to put marks into tablets made of mud. If these tablets were baked briefly, they hardened into a rock-like material which could survive with little damage for thousands of years. On the next page you will find a recreation of a real tablet, presented close to its actual size. It was discovered in the Sumerian city of Nippur (in modern-day Iraq), and dates to around 1500 BCE. We're not completely sure what this is, but most scholars suspect that it is a homework exercise, preserved for thousands of years.