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Early-Dynastic Tables from Southern Mesopotamia, Or the Multiple Facets of the Quantification of Surfaces (Preprint)
Mathematics, Administrative and Economic Activities in the Ancient Worlds C. Michel & K. Chemla (eds) Springer 2020 Chapter 9 Christine Proust 1 Early-Dynastic Tables from Southern Mesopotamia, or the Multiple Facets of the Quantification of Surfaces (preprint) Abstract How were surfaces evaluated before the invention of the sexagesimal place value notation in Mesopotamia? This chapter examines a group of five tablets containing tables for surfaces of squares and rectangles dated to the Early Dynastic period (ca. 2600-2350 BCE) and unearthed in southern Mesopotamia. In order to capture the methods used by ancient scribes to quantify surfaces, special attention is paid to the layout and organization of the tables, as well as to the way in which measurement values are written down. It is argued that these methods vary according to the dimensions of the squares or rectangles concerned: the quantification of small surfaces does not use the same mathematical tools as the quantification of large parcels of land. The chapter shows a reciprocal influence between the metrological systems adopted by the ancient scribes and the methods of calculation of surface they implemented. Some methods may reflect ancient land-surveying practices, and others may testify the emergence of new mathematical concepts applied to all kinds of surfaces, large or small. Ultimately, several different conceptualizations of the notion of surface emerge from the examination of these tables. Introduction2 This contribution is an attempt to understand how surfaces were quantified in southern Mesopotamia during the Early Dynastic period (ca. 2600-2350 BCE – see chronology in Appendix 9.B), that is, before the invention of the sexagesimal place value notation. -
On the Shoulders of Hipparchus a Reappraisal of Ancient Greek Combinatorics
Arch. Hist. Exact Sci. 57 (2003) 465–502 Digital Object Identifier (DOI) 10.1007/s00407-003-0067-0 On the Shoulders of Hipparchus A Reappraisal of Ancient Greek Combinatorics F. Acerbi Communicated by A. Jones 1. Introduction To write about combinatorics in ancient Greek mathematics is to write about an empty subject. The surviving evidence is so scanty that even the possibility that “the Greeks took [any] interest in these matters” has been denied by some historians of mathe- matics.1 Tranchant judgments of this sort reveal, if not a cursory scrutiny of the extant sources, at least a defective acquaintance with the strong selectivity of the process of textual transmission the ancient mathematical corpus has been exposed to–afactthat should induce, about a sparingly attested field of research, a cautious attitude rather than a priori negative assessments.2 (Should not the onus probandi be required also when the existence in the past of a certain domain of research is being denied?) I suspect that, behind such a strongly negative historiographic position, two different motives could have conspired: the prejudice of “ancient Greek mathematicians” as geometri- cally-minded and the attempt to revalue certain aspects of non-western mathematics by tendentiously maintaining that such aspects could not have been even conceived by “the Greeks”. Combinatorics is the ideal field in this respect, since many interesting instances of combinatorial calculations come from other cultures,3 whereas combina- torial examples in the ancient Greek mathematical corpus have been considered, as we have seen, worse than disappointing, and in any event such as to justify a very negative attitude. -
The Use of Similarity in Old Babylonian Mathematics
The Use of Similarity in Old Babylonian Mathematics By Palmer Rampell Harvard University (composed at Phillips Academy in the 12th grade under the supervision of Donald T. Barry) 237 Ridgeview Drive Palm Beach, FL 33480 [email protected] 2 1 0 ; 05 53 53 39 50 24 0 ; 05 11 02 24 02 11 05 ; 0 0 ; 45 0 ; 03 19 56 09 36 1 ; 15 0 ; 08 06 Diagram #1 The above diagram is a representation and transliteration of the ancient Babylonian tablet, IM 55357 from Tell Harmal. IM 55357, which was likely written during the First Babylonian Empire (1900-1600 B.C.E.), has been used by historians of mathematics to prove that the Babylonians understood similarity. On what grounds can they make this claim? Is their assertion valid? Let us examine the tablet. In Eleanor Robson’s translation, the problem is stated as follows: A wedge. The length is 1, the long length 1;15, the upper width 0;45, the complete area 0;22 30. Within 0;22 30, the complete area, the upper area is 0;08 06, the next area 0;05 11 02 24, the third area 0;03 19 03 56 09 36, the lower area 0;05 53 53 39 50 24. What are the upper length, the middle length, the lower length, and the vertical? [10] Since the Babylonians used a base 60 number system, 12 20 could represent or , among other possibilities. The Babylonians did not use decimal places in 3 their mathematics because the results would still be consistent no matter where the decimal place happened to fall. -
Learning Mathematics and Science in the Ancient Middle East I Am Not A
Learning mathematics and science in the ancient Middle East Eleanor Robson I am not a specialist in science education in the modern world; rather, I look at the very beginnings of science education in the Middle East, 5000–2000 years ago. I cannot cover all three thousand of those years in this paper, so instead I shall present two examples of my work, and explain why I think it is important for today's students of science to understand the very ancient history of science and mathematics in this region. The role of science and mathematics in the medieval Islamic world, starting in the 'Abbasid court of Baghdad in the 9th century CE, is already well known, but science and mathematics have a much, much older history in the Middle East, starting from the origins of culture, civilisation and cities five thousand years ago. I have a rather strange job: I am an archaeologist of mathematics and science. Archaeology essentially is the study of rubbish—the things that other people have abandoned and left behind—in order to discover how those people lived and died, how and why they made and used objects to work with and think with. Like any other human activity, mathematics and science leave trails of rubbish behind. I study the mathematical and scientific rubbish of the ancient Babylonians (and Sumerians and Assyrians), who lived in Iraq many millennia ago. These cultures happen to have left a particularly full trail of physical evidence for archaeologists to excavate. Historians like me, who work on the languages and the thought, can then use that evidence to re-capture the thinking and practices behind some of the world's oldest science and mathematics. -
Prime Numbers – Your Gems 3
Prime Numbers – Your Gems By Yoichi Motohashi Contents 1. Introduction 2. Natural Numbers 3. Prime Numbers 4. Sieve Methods 5. Riemann Hypothesis Prime numbers or primes are man’s eternal treasures that have been cherished for several millennia, until today. As their academic ancestors in ancient Mesopotamia, many mathe- maticians are still trying hard to see primes better. It is my great luck that I have been able to lead a life of such a mathematician for some forty years without a single moment of being wearied. I shall relate here a part of my impressions that I have gathered in a corner of my mind through my own research and excursions outside my profession. Mathematicians savour poignant special and surmise grand general, whence I shall likewise indulge in extrapolations via my readings, perhaps to a somewhat exceeding extent. I shall be more than rewarded if any of you shares my reflections and sentiments. This is in essence a translation of my Japanese article that was prepared for my public talk at the general assembly of the Mathematical Society of Japan, Spring 2005, and is now available on the home page of MSJ. At this opportunity I have made substantial revisions, and changed the title into a more appropriate one. The use of mathematical formulas and deductions is restricted to a minimum, excepting the final section. One may start with the arXiv:math/0512143v1 [math.HO] 7 Dec 2005 last three sections, which are more mathematical, and turn to the first two, which are more bookish. My choice from grammatical genders is made for convenience, save for obvious situations. -
Ancient Babylonian and Egyptian Geometry
Babylonian and Egyptian geometry|a very brief overview Ancient Babylonian and Egyptian mathematicians seem to have been concerned primarily with arithmetic calculations, and probably didn't regard geometry as a separate branch of mathematics. However, we do have a few extant examples of ancient geometry, mostly calculations of area and volume. Here is an excerpt1 from the Rhind Papyrus, an Egyptian mathematical text dated to approximately 1650 BCE: Example of a round field of diameter 9 khet. What is its area? Take away 1/9 of the diameter, 1; the remainder is 8. Multiply 8 times 8; it makes 64. Therefore it contains 64 setat of land. Here are some features of this excerpt that are characteristic of ancient Babylonian and Egyptian math- ematics: • It's really pretty accurate. The relationship between area A and radius r is A = (256=81)r2, which is equivalent to approximating π ≈ 256=81 = 3:16049 : : :. This is not bad at all, and would be perfectly fine for any applications the Egyptians used it for. • Mathematics is described verbally instead of symbolically. In modern notation, we can rewrite the relationship between area A and diameter d given in the excerpt as 2 64 2 A = (d − d=9) = d 81 but the Egyptians lacked the notational tools to do this (to be fair, Western mathematics didn't come up with modern algebraic notation until the 1600s or so).2 • In these cultures, mathematics was concerned with solving applied, practical problems. Rather than talking about the area of a circle, the problem talks about a \round field”. -
Math 105 History of Mathematics
Math 105 History of Mathematics First Test Answers Prof. D. Joyce, October, 2010 Scale. 89{101 A. 78{88 B. 58{77 C. Median 84. arguments, and even in previously accepted state- ments. It can be used to find hidden assumptions. Problem 1. Essay. [25] Select one of the three More importantly, adhering to a strict logical struc- topics A, B, and C. ture suggests new concepts and new results. Egyp- tian mathematics reached its high point early in Topic A. Explain the logical structure of the El- the history of Egypt, about 2000 BCE, and did ements (axioms, propositions, proofs). How does not progress past that. Babylonian mathematics this differ from earlier mathematics of Egypt and reached its high point about the same time, 1800 Babylonia? How can such a logical structure affect BCE, the Old Babylonian Empire, and also failed the mathematical advances of a civilization? to progress after that. The mathematics of both The Elements begins with definitions and ax- cultures was directed to solving problems. Greek ioms. Some of these just describe the terms to be mathematics, on the other hand, progressed as logic used, others are more substantive and state specific developed to the time of Euclid, and continued to assumptions about properties of the mathematical progress for several centuries as we will see. objects under study. Definitions are given for new concepts stated in terms of the old concepts as the Topic B. Compare and contrast the arithmetic new concepts are needed. Propositions are stated of the Babylonians with that of the Egyptians. one at a time only using those terms already intro- Be sure to mention their numerals, algorithms for duced, and each proposition is proved rigorously. -
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. -
Tablettes Mathématiques De Nippur.1Er Partie:Reconstitution Du Cursus Scolaire. 2Me Partie
Tablettes mathématiques de Nippur. 1er partie: Reconstitution du cursus scolaire. 2me partie: Édition des tablettes conservées au Musée Archéologique d’Istanbul, avec la collaboration de Veysel Donbaz et de Asuman Dönmez, translittération des textes lexicaux et littéraires par Antoine Cavigneaux by Christine Proust Varia Anatolica 18. Paris: Institut Français d’Études Anatoliennes Georges-Dumezil, 2007. Pp. 356 + 49 plates, CD-ROM. ISBN 978--2-- 906053--92--9.Paper ¤ 75.00 Reviewed by Duncan J. Melville St Lawrence University [email protected] The decipherment of cuneiform and the recovery of Mesopotamian mathematics, and especially that of the Old Babylonian period, open- ed an exciting early chapter in the history of mathematics. The pi- oneering work of Neugebauer, Thureau-Dangin, and others revealed a complex algorithmic and algebraic body of mathematics involv- ing often ingenious constructions and presenting a sustained interest in quadratic mathematics more than 1000 years before Pythagoras. Inevitably, in this reconstruction, the fundamental problem texts doc- umenting the extent and depth of the mathematical knowledge of the period took center stage. A key characteristic of Mesopotamian mathematics is that the sources are principally from an educational context: the tablets are school tablets produced by students and their teachers, and they derive from the business of teaching and learning mathematics. It is only comparatively recently that scholars have turned their attention from establishing the boundaries of Old Baby- lonian mathematical knowledge to determining how, and how much of, that mathematics was learned by students of the time. Proust’s volume fits squarely into this current trend in understanding ancient pedagogy. -
Teaching Mathematics Through History: Some Trigonometric Concepts
The Global and the Local: The History of Science and the Cultural Integration of Europe. nd Proceedings of the 2 ICESHS (Cracow, Poland, September 6–9, 2006) / Ed. by M. Kokowski. Mª Rosa Massa *, Fàtima Romero **, Iolanda Guevara *** Teaching mathematics through history: Some trigonometric concepts (1) History can be useful to teach science The History of Science can provide tools so that students will be able to achieve scientific concepts successfully. As John Heilbron said in his conference History as a collaborator of Science (2003): Historical material should have a prominent place in the pedagogy of Science; but not to recall the past for itself, or for anecdotes or sugar coating, but because, for some purposes, History may be the best way to teach Science.1 In fact, the History of Science is a very useful tool to help the comprehension of mathematical ideas and concepts. Also, the History of Science is a very useful tool to help the understanding of Mathematics as a useful, dynamic, humane, interdisciplinary and heuristic science.2 On the one hand, the History of Science can be used as an implicit resource in the design of a syllabus, to choose context, mathematical problems and auxiliary sources. In addition, History can be used to program the sequence of the learning of a mathematical concept or idea. However, students do not have to accurately follow the historical sequence of the evolution of an idea, it should be remembered that the historical process of the constitution of knowledge was collective and depended on several social factors. In the past, most of the mathematicians had the aim of solving specific mathematical problems and they spent a lot of years working on them. -
A History of Zero
1/2/2019 Zero A history of Zero Ancient Indian Mathematics index History Topics Index One of the commonest questions which the readers of this archive ask is: Who discovered zero? Why then have we not written an article on zero as one of the first in the archive? The reason is basically because of the difficulty of answering the question in a satisfactory form. If someone had come up with the concept of zero which everyone then saw as a brilliant innovation to enter mathematics from that time on, the question would have a satisfactory answer even if we did not know which genius invented it. The historical record, however, shows quite a different path towards the concept. Zero makes shadowy appearances only to vanish again almost as if mathematicians were searching for it yet did not recognise its fundamental significance even when they saw it. The first thing to say about zero is that there are two uses of zero which are both extremely important but are somewhat different. One use is as an empty place indicator in our place-value number system. Hence in a number like 2106 the zero is used so that the positions of the 2 and 1 are correct. Clearly 216 means something quite different. The second use of zero is as a number itself in the form we use it as 0. There are also different aspects of zero within these two uses, namely the concept, the notation, and the name. (Our name "zero" derives ultimately from the Arabic sifr which also gives us the word "cipher".) Neither of the above uses has an easily described history. -
Otto Neugebauer's Vision for Rewriting the History of Ancient
Anabases Traditions et réceptions de l’Antiquité 18 | 2013 Varia Otto Neugebauer’s Vision for Rewriting the History of Ancient Mathematics David E. Rowe Electronic version URL: http://journals.openedition.org/anabases/4450 DOI: 10.4000/anabases.4450 ISSN: 2256-9421 Publisher E.R.A.S.M.E. Printed version Date of publication: 1 October 2013 Number of pages: 175-196 ISSN: 1774-4296 Electronic reference David E. Rowe, « Otto Neugebauer’s Vision for Rewriting the History of Ancient Mathematics », Anabases [Online], 18 | 2013, Online since 01 November 2016, connection on 21 October 2019. URL : http://journals.openedition.org/anabases/4450 ; DOI : 10.4000/anabases.4450 © Anabases Anabases 18 (2013), p. 175-196 Otto Neugebauer’s Vision for Rewriting the History of Ancient Mathematics DAVID E. ROWE The common belief that we gain “historical perspective” with increasing distance seems to me utterly to misrepresent the actual situation. What we gain is merely confidence in generalizations which we would never dare make if we had access to the real wealth of contemporary evidence. Otto Neugebauer, The Exact Sciences in Antiquity (Neugebauer, 1969, viii) OTTO NEUGEBAUER (1899-1990) was, for many, an enigmatic personality. Trained as a mathematician in Graz, Munich, and Göttingen, he had not yet completed his doctoral research when in 1924 Harald Bohr, brother of the famous physicist, invited him to Copenhagen to work together on Bohr’s new theory of almost periodic func- tions. Quite by chance, Bohr asked Neugebauer to write a review of T. Eric Peet’s recently published edition of the Rhind Papyrus (Neugebauer, 1925).