Medieval Islam Mathematics

Innovative Algebraic Concepts and Techniques: Al-Khwrizm's introduction of algebraic concepts, particularly the al-jabr method, is an important moment in mathematics history. It's fascinating to think about how this ancient innovation opened the way for modern algebra. It's remarkable that a 9th-century mathematical concept still serves as the foundation for a subject critical to today's education and technological advancements.

Interplay of Mathematics and Culture: The deep integration of mathematics into Islamic art and architecture demonstrates to mathematics' cultural significance in the Islamic world. The use of geometrical patterns in art, not only for aesthetic purposes but also to reflect spiritual and philosophical ideas, provides a unique perspective on how mathematics can transcend purely scientific realms and become a part of cultural expression.

Knowledge Preservation and Enhancement During Europe's Dark Ages: The Islamic world's role in preserving and expanding on Greek and Hindu mathematical knowledge during Europe's Dark Ages is particularly striking. This emphasizes the significance of intercultural knowledge transfer and preservation. It's a powerful reminder of how civilizations can contribute to the global pool of knowledge at unexpected times and in unexpected ways.

assignment #3: Topic/Draft

The Mathematical Art of M.C. Escher

https://platonicrealms.com/minitexts/Mathematical-Art-Of-M-C-Escher

Drawing

Maya numerals

Introducing these ideas into a math class can be beneficial. It adds a historical and cultural dimension to the subject, making it more engaging and relatable. Students may find the subject more interesting when they see numbers as part of a larger narrative or cultural context.

We could introduce these concepts through storytelling, discussing the history of mathematics, and exploring different cultural perspectives on numbers. This approach can help demystify mathematics and make it more accessible and interesting to students.

In Chinese culture, numbers often have significant meanings, often based on how they sound in the language. For example, the number "8" is considered extremely lucky because it sounds similar to the word for wealth or fortune. I like to include '8' in phone numbers, addresses, and important dates.

Added: 

For storytelling I mean that I can start with stories or myths from various cultures that incorporate mathematical concepts. For example, an ancient Chinese folktale explained the significance of the number '8' and its association with wealth and fortune. These stories not only introduce mathematical concepts but also embed them in a cultural and historical context.

trivium & quadrivium

One of the most surprising revelations of the article is the extent to which medieval arithmetic was influenced by ancient Greek and Roman philosophies. The curriculum of medieval universities was not an isolated development, but a continuation and adaptation of the educational systems of ancient civilizations. The fact that these universities integrated the Greek division of logics (practical calculation) and arithmetic (philosophical study of numbers) into their studies shows a deep-rooted connection to ancient intellectual traditions. It's fascinating to see how the educational frameworks and philosophical perspectives of bygone eras continued to shape new generations of scholars in the Middle Ages.

Another striking aspect is the central role that arithmetic played in religious and everyday life during the Middle Ages. In particular, the calculation of the date of Easter, a major religious event, as a primary practical application of arithmetic, underscores how deeply mathematics was integrated with religious practice. It's interesting to think of mathematicians as key players in determining religious observances.

The shift from Roman to Hindu-Arabic numerals in Europe marked a significant change in the history of mathematics. This transition wasn't just a change in the symbols used for numbers; it represented a fundamental shift in the approach to computation and the conceptual understanding of numbers. This change is a testament to how the exchange of knowledge between different cultures can have a profound impact on intellectual development.

Dancing Euclidian Proofs: a short film and an article

Two concepts:

Embodied Learning: The idea that mathematical concepts, often viewed as abstract and intangible, can be better understood through movement is fascinating. Having university students dance Euclidean proofs on a beach brings ancient geometric concepts to life and challenges the traditional notion of mathematics. This approach resonates with the broader trend in education towards experiential and embodied learning, where students learn by doing and feeling, rather than just by listening or reading.

Humanizing Mathematics: The article introduces the concept of "humanizing mathematics". By dancing the proofs, the authors argue that they make the mathematical concepts more accessible and relatable. This idea is profound. For many students, math can seem cold and impersonal. By adding a human element: the movement of bodies in space, the authors break down barriers and make the subject more approachable.

Helpful:

Deeper understanding: Physical embodiment can lead to a deeper, more intuitive understanding of mathematical concepts. When students move their bodies to represent geometric shapes or relationships, they are likely to internalize these concepts more effectively.

Engagement: Such activities can make math classes more engaging and fun. Students who may be intimidated by abstract mathematical symbols may find it easier to relate to and enjoy the subject when it's presented as a dance.

Constraints: 

While some students may love the idea of dancing in math class, others may not want to dance.

Such activities can be time-consuming, and teachers may find it difficult to balance them with the need to cover the curriculum.