Reactions to the Springer Survey in Ancient Egypt and Meena's Tomb As I delved into the article, I was truly captivated by the stunning images of the tomb and the incredible precision that characterized the artwork within the tomb of Meena. The extensive historical depictions made me reflect on their significance. Are these intricate illustrations a testament to his esteemed position, showcasing his role as a political leader? Or do they serve to highlight his major contributions to Egypt during that remarkable era? I wonder, do the detailed drawings represent his administrative role, or do they instead illustrate the level of accuracy in measurements achieved during that time? My second question concerns the historical use of the forearm as a standard unit of measurement during that period. What specific criteria were employed to apply this measurement, considering that individual forearm dimensions can vary significantly? I am curious abou...
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Communicating in Mathematics beyond Symbols I believe generalization and abstraction are fundamental elements of mathematical expressions. While engaging with the article "Crest of the Peacock," I was captivated by the rhetorical techniques employed by the Babylonians because, rather than simply breaking down information with words, they utilized geometric properties, such as length and area, to signify unknowns. This suggests that, beyond the familiar algebraic notations we often rely on, mathematics can also be conveyed through a combination of diagrams, symbols, and verbal descriptions, enabling students to grasp concepts as effectively as those in Babylonian times. This is a demonstration of the beauty of mathematics in the recognition of patterns and abstract...
THE HISTORY OF MATHEMATICS AND HOW IT RELATES TO US While reading the article “The Genre of Mathematics Education” by Susan Gerofsky, certain aspects stood out to me. One of them is from the quote that “On account of the superficial 'everyday' quality to the stories and the fact that the scribal schools were vocational training institutions, Babylonian mathematics has been characterized as 'merely practical' as opposed to later Greek abstract, theoretical mathematics.” This highlights the aspect of practicality in mathematics. Through my teaching experiences with students both back home and in Canada, I’ve observed that many of them struggle with word problems, despite being presented in the same English they use in their literacy classes. This difficulty often arises from a lack of active engagement in practical experiences. I firmly believe that incorporating field trips into the mathematics curriculum could significantly enhance learning. By providing opportuni...
Speculative Phase I believe the Babylonians' selection of 60 as a base system is closely linked to their understanding of time. This is evident in the modern SI unit of time, which is structured as follows: 60 seconds equal 1 minute, and 60 minutes equal 1 hour This connection suggests that the origins of our current timekeeping system may trace back to Babylonian practices. Furthermore, this base-60 system aligns closely with the number of days in a calendar year, which is typically 365 or 366 days. This is also surprisingly close to 360 degrees, which is connected particularly in the context of Earth’s meridians and lines of latitude and longitude. These lines are instrumental in how humanity has learned to measure time and assess the Earth's position. I firmly believe that the Babylonians were pioneers in developing the time system we utilize today. During our last class on Monday, we explored the fascinating concept of representing fractions in base 60. This ...
THE CREST OF THE PEACOCK Throughout my education, I have learned extensively about the impact of colonization, particularly how European powers invaded Africa, explored its diverse territories, and extracted vast natural resources primarily for their economic gain. While these narratives often highlight the introduction of Western education and Christianity as positive contributions, I have learnt from this article the progression of the foundations of mathematics, showing that it did not originate in Europe as commonly believed. In fact, it explains that mathematical concepts can be traced back to ancient civilizations, including those of Mesopotamia, China, Pre-Columbian America, Indian Arabs, Egyptians, and Babylonians. The Greeks, renowned for their contributions to mathematics and science, actually drew significant inspiration from the mathematical advancements of Egypt and Mesopotamia. This realization has deepened my understanding of the rich and diverse intellectual herita...
During my undergraduate studies, I engaged deeply with courses and literature on the integration of history in education. I strongly believe that introducing the historical context of mathematical concepts in lessons is essential, as it humanizes these often abstract ideas, making them more accessible and relatable. I recall my time teaching mathematics back home, where students would express their frustration with statements like, “I wonder who invented Mathematics?” or “Who is subjecting us to this torment?” It often felt like the subject had a wicked inventor who sought to impose unnecessary challenges on them. However integrating the development of mathematical concepts into my teaching, will help students recognize that these scholars made significant contributions to this field in response to real-life challenges, and they faced struggles similar to their own in the pursuit of knowledge, and when students realize that mathematics didn't simply appear but instead evolved throu...
