Pythagoras

 

The Pythagorean theoroem is a theorem that is an integral part of the BC curriculum today; yet, the history of the theorem is never considered. In fact, the gou-gu theorem was similar to the pythagoream theorem and is written in ancient chinese literature. Moreover, the Zhou Bi Suan Jing contains a method for fiding sides of right-angles triangles.

I think there is much value in students’ learning the non-European sources of Mathematics. If we are examining the pythagorean theorem for instance, the Chinese were more concerned with practical measurements and geometric constructions, while the Greeks were concerned with abstract reasoning and formal proofs. Therefore, it would cater to certain learners to perhaps approach the theorem from a geometric viewpoint instead of a more algebraic/numerical one. Consequently, it would also encouarge students to think critically about their solutions and how there is more than one method to solve a problem.

 

Moreover, I think it would help to connect with students from different countries. For example, in Richmond, there is a massive Chinese presence and lots of ELL students so it would inspire them to know that their ancestors would have contributed greatly to the works of mathematics they now study. It is important to correct eurocentrism and proivde a more comprehensive picture of the history of mathematics.

It's interesting when considering the names of theorems that many europeans are credited with theorem and as such it is named after them. I’m wondering if this is because of money or power and the fact that they were perhaps more affluent in common languages at the time or could get the works from other nations easily translated. For example, considering pascals’ triangles, “historians believe ancient mathematicians in Indian, China, Persia, Germany, and Italy studied Pascal’s triangle long before Pascal was born” (https://www.wonderopolis.org/wonder/What-Is-Pascal%E2%80%99s-Triangle#:~:text=Pascal's%20triangle%20is%20named%20for,world%20for%20thousands%20of%20years.)

Comments

  1. Erica HuangNovember 23, 2024 at 10:25 AM

    Thanks for sharing, Zain! Good point about the different approaches of the Chinese and Greeks—the focus on practical measurements and geometric constructions versus abstract reasoning and formal proofs. It’s indeed a great reminder that tailoring the approach to meet the needs of different learners can make concepts more accessible. It’s interesting to consider whether wealth, power, and access to resources were factors to theorem naming. I think translation is definitely a key factor!

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