My take away from the Presentation and Number with Personality article is that in all cultures numbers have been more than just symbols of quantities, they are words, and connected to perception and emotion, social relationship and judgment. Moreover, visual representation of a quantity are also linked to the sound of number words. For example, head variant glyphs in Mayan culture we're as visual metaphor for the sounds of the numbers, or In China, the good luck/ bad luck numbers such as 4 and 8 are also linked to their sounds. It is interesting to learn about number personality in different cultures, but I would not talk about them with my secondary students. The reason is that, this topic might arise bias or judgment of people coming form different backgrounds and make some of my students uncomfortable, considering the multicultural climate of Canadian schools.
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The arithmetic of medieval universities There are many interesting points in this article such as: 1- Greek and Roman educational system believed that seven liberal arts: grammar, logic, rhetoric, arithmetic, music, geometry and astronomy are necessary for the education of free men to become good citizens. However, they had different ideas about the order of learning those subjects. 2- The arithmetic of business was called logistic and was considered different from the study of numbers, arithmetic. Logistic deals with numerable objects and not with numbers and was the study of children and slaves, while arithmetic was a liberal art for education of free men. 3- Nicomachus ( A.D. 200) considered the odd numbers to be make and the even one's to be female. He made distinction between divine number which existed only in the mind of God as scientific numbers which were numbers known to the human race and earth. 4- Robert Record’s method in 15th century is interesting
Dancing Euclidean proof. After watching the video and reading the article, I was thinking of how I can use movement to change the stereotype of abstract Math and facilitate math teaching and Learning specifically for high school students Do I need to be a professional dancer in order to combine math and dance? How I can stimulate my students to find a meaningful relationship between dance and math? First I need to help them to realize that dance requires the use of some mathematical terms and topics, for example dancers need math to count the beats, rhythm in dancing is associated with patterns, dance movements are combination of circles , triangles, lines, symmetry and etc. Then, we can work on creating some movements to help us understand and visualize some mathematical concepts like functions. For instance, we can use these movement for some common functions and even creat dance by combining them. Although, encouraging students to participate in the activities will be
Euclidean Geometry reading respond. Why is Euclid and Euclidean geometry still studied to this day? Why do you think this book has been so important (and incredibly popular) over centuries? Is there beauty in the Euclidean postulates, common notions and principles for proofs? How can we define beauty if these are considered beautiful? For over 2,000 years, Euclid ’s works were considered the explicit textbooks not only for geometry, but also for the absoluteness of mathematics. Even in modern times, several influential scholars have been sparked by the beauty of the work. Hobbes, Einstein, and Russell all praised the work–not only for its mathematical accuracy of geometry, number theory, and ancient algebra, but also for its beauty and power to show these infinite, pre-existing facts to the eye of mankind. We may have realized that the ancients and early moderns saw mathematics differently. Plato, Euclid saw mathematics as much more than a set of tools for solving practical pro
Pythagorean Knowledge in Babylonia Pythagorean theorem was found to be used by babylonian centuries before Pythagoras The Phlimpton 322 Tablet It contains a highly sophisticated sequence of integer numbers that satisfy the Pythagorean equation a2+b2=c2, known as Pythagorean triples. Babylonian Problem on circle segment:. The following problem and the solution were found on a Babylonian tablet dating from about 2600BC: Problem: 60 is the Circumference, 2 is the perpendicular, find the chord. Thou double 2 and get 4 Take 4 from 20, thou gettest 16 Square 16, thou gettest 256 Take 256 from 400, thou gettest 144 Whence the square root of 144, 12 is the chord. Let's write this in using algebra, with” C ” being the length of the circumference, ”c ” being the length of the chord and ”s” being the perpendicular. Thou double 2 and get 4 That's 2s. Take 4 from 20, thou gettest 16 20 is C/3. So this is C/3 - 2s. Square 16, thou gettest 256
Was Pythagorean Chinese? 1- Does it make a difference to our students' learning if we acknowledge (or don't acknowledge) non-European sources of mathematics? Why, or how? Yes, it is very important for our students to realize that mathematics has always been an important part of humanity and it is always the natural language of our world. 2- What are your thoughts about the naming of the Pythagorean Theorem, and other named mathematical theorems and concepts (for example, Pascal's Triangle...check out its history We have been discussing different topics that were developed in ancient civilizations. The Pythagorean Theorem is one of these topics. This theorem was named after Pythagoras, a Greek mathematician and philosopher, although we have evidence that the Babylonians knew this relationship about1000 years earlier. Plimpton 322 , a Babylonian mathematical tablet dated back to 1900 B.C., contains a table of Pythagorean triples. The Chou-pei , an ancient Chine
