Teaching The Rich And Diverse History of Maths In Our Lessons - By Jake Harmer
When teaching mathematics many of our concepts are based around Western proofs, mainly from the Ancient Greek and Roman mathematicians. However, many other concepts were developed by mathematicians from non-western, female or LGBTQ+ mathematicians who are often overlooked.
One of the basic principles of mathematics, that many take for granted is counting. When we teach about counting are the Ishango stick or Lebombo bone mentioned? These artifacts have been found in modern day Democratic Republic of the Congo and Eswatini respectfully. It is also worth mentioning the marks on the Ishango stick seem to be arranged in a way representing the first 20 prime numbers.
The Rhind Papyrus, from the Ancient Egyptians, suggests use of fractions to accurately record farming land along the River Nile. When introducing fractions, or teaching about fractions the real-life applications of ancient civilisations, in my opinion should be shared with pupils. Sharing where we get fractions from and how we work with fractions may allow the pupils to understand it is not just another thing you must learn in a maths class to something that was used as a means of fair records.
Many of our mathematical concepts come from the Ancient Greeks, who dominated the early mathematical word. One of the best-known theorems in mathematics is Pythagoras’ theorem, now more commonly referred to as the Pythagorean theorem due to controversies of its origins. The Ancient Chinese mathematicians discovered the Gougu Theorem, many years earlier than the Pythagorean school, finding the square of the hypotenuse is the sum of the other two sides squared. Similarly, mathematicians in ancient Babylonia also discovered this fact. When teaching pupils the Pythagorean theorem, it would be beneficial to pupils to briefly explain the controversies surrounding the theorem and the fact two other, independent civilisations, also discovered this fact.
We use algebra in many aspects of our teaching, how often though are the origins mentioned? Our word for algebra comes from the 9th Century Asian mathematician Muhammad ibn Mūsā al-Khwāismī, who is referred to as the father of algebra. al-Khwāismī’s book, Al-Jabr, lends its name to this field of mathematics. As of x as a variable also comes from al-Khwāismī, he referred to variables as al-shay-un, which was translated by medieval Spanish translators to ‘x’. al-Khwāismī’s name is also the root of algorithm. Similarly, a mistranslation of the Arabic word ‘Jiya’ gave us the word ‘Sine’ for our trigonometric function.
Georg Joachim von Lauchen Rheticus was a gay 16th Century mathematician whose work on trigonometric tables for all six trigonometric functions supported our understanding of these functions along with aiding sailors navigating aboard their ships.
With the ever-growing reliance and prevalence of AI in our world, when teaching about the mathematics behind AI or mentioning it in class it would be worth mentioning Alan Turing and his test of if a computer is capable of human thought.
Until 1305 the western world dismissed the digit ‘0’ and did not see it’s worth in mathematics, when students successfully use ‘0’ as a digit, it may be worth mentioning they are more successful than many great mathematicians who did not accept this digit.
As Lucy Rycroft-Smith’s interesting article in Volume 61, Number 1 of Mathematics Today about Mary Everest Boole’s contribution to mathematics have been overlooked due to Boole’s husband’s work, many contributions to mathematics have been overlooked and not mentioned or promoted in maths lessons. It is my view to broaden and deepen our pupils’ understanding and love of our beautiful subject the history should be taught when introducing new topics.
By Jake Harmer
------
Keep up-to-date with the latest Maths Scholarships news:
Find us on Twitter, Instagram, LinkedIn, YouTube, and Facebook.
Join our mailing list or get in touch Here.