Thursday, December 1, 2011

Contributions of Hindus Mathematicians



Earliest Mathematicians

Ø  Little is known of the earliest mathematics, but the famous Ishango Bone from Early Stone-Age Africa has tally marks suggesting arithmetic. The markings include six prime numbers (5, 7, 11, 13, 17, 19) in order, though this is probably coincidence (lich, chance, accident).
Ø  The advanced artifacts (object, work of art) of Egypt's Old Kingdom and the Indus-Harrapa civilization imply (involve, mean) strong mathematical skill, but the first written evidence of advanced arithmetic dates from Sumeria, where 4500-year old clay (soil, mud) tablets show multiplication and division problems; the first abacus may be about this old.
Ø  By 3600 years ago, Mesopotamian tablets show tables of squares, cubes, reciprocals, and even logarithms, using a primitive place-value system (in base 60, not 10).
Ø  Babylonians were familiar with the Pythagorean Theorem, quadratic equations, even cubic equations (though they didn't have a general solution for these), and eventually even developed methods to estimate terms for compound interest.
Ø  Also at least 3600 years ago, the Egyptian showed simple algebra methods and included a table giving optimal expressions using Egyptian fractions.
Ø  Egyptians may have had more advanced geometry; Babylon was much more advanced at arithmetic and algebra.
Ø  This was probably due, at least in part, to their place-value system. But although their base-60 system survives (e.g. in the division of hours and degrees into minutes and seconds) the Babylonian notation, which used the equivalent of IIIIII XXXXXIIIIIII XXXXIII to denote 417+43/60, was unwieldy compared to the "ten digits of the Hindus."
Ø  The Egyptians used the approximation π ≈ (4/3)4 (derived from the idea that a circle of diameter 9 has about the same area as a square of side 8). Although the ancient Hindu mathematician Apastamba had achieved a good approximation for √2, and the ancient Babylonians an ever better √2, neither of these ancient cultures achieved a π approximation as good as Egypt's, or better than π ≈ 25/8, until the Alexandrian era.

Early Vedic mathematicians
The greatest mathematics before the Golden Age of    Greece was in India's early Vedic (Hindu) civilization.
The Vedics understood relationships between geometry and arithmetic, developed astronomy, astrology, calendars,           and used mathematical forms in some religious rituals.
Ø  The earliest mathematician to whom definite teachings can be ascribed was Lagadha, who apparently lived about 1300 BC and used geometry and elementary trigonometry for his astronomy.
Ø  Baudhayana lived about 800 BC and also wrote on algebra and geometry
Ø  Yajnavalkya lived about the same time and is credited with the then-best approximation to π.
Ø  A famous early Vedic mathematician was Apastamba, who lived slightly before Pythagoras, did work in geometry, advanced arithmetic, and may have proved the Pythagorean Theorem. (Apastamba used an excellent approximation for the square root of 2 (577/408, one of the continued fraction approximants); a 20th-century scholar has "reverse-engineered" a plausible geometric construction that led to this approximation.)
Ø  Other early Vedic mathematicians solved quadratic and simultaneous equations.

Thales
Ø  He invented the notion of compass-and-straightedge construction.
Ø  Several fundamental theorems about triangles are attributed to Thales, including the law of similar triangles (which Thales used famously to calculate the height of the Great Pyramid) and the fact that any angle inscribed in a semicircle is a right angle.
Ø  He is called the "Father of Science," the "Founder of Abstract Geometry," and the "First Philosopher."
Ø  He was also an astronomer.
Ø  He invented the 365-day calendar, introduced the use of Ursa Minor for finding North, and is the first person believed to have correctly predicted a solar eclipse.
Ø  Thales' student and successor was Anaximander, who is often called the "First Scientist" instead of Thales: his theories were more firmly based on experimentation and logic, while Thales still relied on some animistic interpretations.
Ø  Anaximander is famous for astronomy, cartography and sundials, and also enunciated a theory of evolution, that land species somehow developed from primordial fish
Ø  Anaximander's most famous student, in turn, was Pythagoras. (The methods of Thales and Pythagoras led to the schools of Plato and Euclid, an intellectual blossoming unequalled until Europe's Renaissance.

Pythagoras of Samos (ca 578-505 BC) Greece
Ø  Pythagoras, who is sometimes called the "First Philosopher," studied under Anaximander,
Ø  Pythagoras as a wizard and founding mystic philosopher.
Ø   Pythagoras was very interested in astronomy and recognized that the Earth was a globe similar to the other planets.
Ø  He believed thinking was located in the brain rather than heart. The words "philosophy" and "mathematics" are said to have been coined by Pythagoras.
Ø  He discovered that harmonious intervals in music are based on simple rational numbers.
Ø  Leibniz later wrote, "Music is the pleasure the human soul experiences from counting without being aware that it is counting."
Ø  Other mathematicians who investigated the arithmetic of music included Huygens, Euler and Simon Stevin
Ø  He also discovered the simple parametric form of Pythagorean triplets (xx- yy, 2xy, xx+ yy).

Eudoxus of Cnidus (408-355 BC) Asia Minor, Greece
Ø  Many of the theorems in Euclid's Elements were first proved by Eudoxus.
Ø  He developed the earliest techniques of the infinitesimal calculus.
Ø  He is sometimes credited with first use of the Axiom of Archimedes, which avoids Zeno's paradoxes by, in effect, forbidding infinities and infinitesimals.
 Eudoxus developed the ancient theory of planetary orbits. (It is sometimes said that he knew that the Earth rotates around the Sun, but that appears to be false; it is instead Aristarchus of Samos, as cited by Archimedes, who may be the first "heliocentrist.")

Euclid of Megara & Alexandria (ca 322-275 BC) Greece/Egypt
Ø  Euclid may have been a student of Aristotle.
Ø  He proved the unique factorization theorem ("Fundamental Theorem of Arithmetic").

Archimedes of Syracuse (287-212 BC) Greece/Sicily
Ø  Archimedes made advances in number theory, algebra, and analysis, but his greatest contributions were in geometry.
Ø  One of his most remarkable and famous geometric results was determining the area of a parabolic section, for which he offered two independent proofs, one using his Principle of the Lever, the other using a geometric series.
Ø  Archimedes discovered formulae for the volume and surface area of a sphere, and may even have been first to notice and prove the simple relationship between a circle's circumference and area. For these reasons, &pi is often called Archimedes' constant.

Apollonius of Perga (262-190 BC) Greece
Ø  He is called "The Great Geometer,"
Ø  He is the second greatest of ancient Greek mathematicians
Ø  He deliberately emphasized the beauty of pure, rather than applied, mathematics, saying his theorems were "worthy of acceptance for the sake of the demonstrations themselves."

Diophantus of Alexandria (ca 250) Greece, Egypt
Ø  He wrote several books on arithmetic and algebra,
Ø  He is called the "Father of Algebra."

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Contributions of Muslims' Mathematicians



Contributions of Muslims' Mathematicians


Ø  Muslims have made immense contributions to almost all branches of the sciences and arts, but mathematics was their favorite subject and its development owes a great deal to the genius of Arab and Persian scholars.
Ø  The advancement in different branches of mathematical science commenced during the Caliphate of Omayyads, and Hajjaj bin Yusuf, who was himself a translator of Euclid as well as a great patron of mathematicians.
Ø  The scholars of the Darul Hukarna of Mamun did the largest amount of work for the advancement of the sciences and arts by the Arabs. Abu Abdullah Muhammad Ibrahim-al-Fazari in 772-773 A.D. translated Sidhanta from Sanskrit into Arabic, which, according to G. Sarton provided "possibly the vehicle by means of which the Hindu numerals were transmitted from India to Islam".
Ø  The works of Greek mathematicians which were translated during the Abbasid Caliphate and served as the starting point for Arab mathematicians were those of Euclid, Ptolemy, Antolyscus, Aristarchos and Archimedes.
Ø  Hajjaj bin Yusuf was the first to translate Euclid's Elements into Arabic while Abdur Rahman and Muhammad Ibn Muhammad Baqi wrote commentaries on the 10th book of Euclid.
Ø  The latter's contribution was translated into Latin by Gerard of Cremona and edited by H. Suter in 1907. Ibrahim Ibn-uz-Zaya al-Misri who died in 912 A.D. has written commentaries on Ptolemy's Centiloquim and Proportions, which influenced modern thought immensely.
Ø  The last of the Arab translators and commentators of Greek works was the eminent Arab mathematician Al-Buzjani who died in 998 A.D.
Ø  Arabic translations of the well-known mathematical works of those times gave the Arabs the sources to develop the science of mathematics to an admirably high degree and later scientists owe much to the Arab genius. Writing in The Spirit of Islam, Ameer Ali says, "Every branch of higher mathematics bears tracts of their genius.
Ø  Not only  algebra geometry and arithmetic, but optics and mechanics made remarkable progress in the hands of the Muslims.
Ø  The Arabs have really achieved great things in science; they taught the use of ciphers, although they did not invent them, and thus became the founders of arithmetic of every day life; they made algebra an exact science and developed it considerably and laid the foundations of analytical geometry; they were indisputably the founders of plane and spherical trigonometry which, properly speaking, did not exist among the Greeks
Arithmetic
Ø  Is a word derived from the Arabic source AlJabar and is the product of Arabic genius.
Ø  Al-Khwarizmi the celebrated mathematician is also the author of Hisab Al-Jabr Wal Muqabla, an outstanding work on algebra which contains analytical solutions of linear and quadratic equations.
Ø  Musa al-Khwarizmi (780--850 A.D.) a native of Khwarizm, who lived in the reign of Mamun-ar-Rashid, was one of the greatest mathematicians of all times. He composed the oldest Islamic works on arithmetic and algebra which were the principal source of knowledge on the subject for a fairly long time.
Ø  He championed the use of Hindu numerals and has the distinction of being the author of the oldest Arabic work on arithmetic known as Kitab-ul Jama wat Tafriq.
Ø  Al-Nasavi is the author of Abnugna Fil Hissab Al-Kindi short extracts of which were published by F. Woepeke in the journal Asiatique in 1863. His arithmetic explains the division of fractions and the extraction of square and cubic roots in an almost modern manner. He introduced the decimal system in place of sexagesimal system.
Ø  Al-Karkhi was primarily responsible for popularizing Hindu numerals before the advent of Arabic ones. His book 'Al-kafi fil Hissab was translated into German by Hochhevin and published at Halle in 1878--80.
Ø  AL-Hissar was the first mathematician who started writing fractions in their present form with a horizontal line.
Ø  Nasir-ud-din Toosi, a versatile genius, who was a prolific writer and has written more than hundreds of valuable books to his credit, has the distinction of being one of the greatest scientists and mathematicians of Islam.
Ø  Nasir-uddin has written Al-mutawassat and a short but concise book on arithmetic which is available both in Arabic and Persian.
Ø  Omar Khayyam, the celebrated poet, philosopher, astronomer and mathematician has left behind an excellent book on algebra. His works on algebra were translated in 1851, while his Ruhaiyat were first published in 1859. The manuscripts of his principal works exist in Paris and in the India Office London; Mosadrat, researches on Euclid's axioms, and Mushkilat-i-Hissab, dealing with complicated arithmetical problems, have been preserved in Munich (Germany).
Ø  According to V· Minorsky, "He was the greatest mathematician of mediaeval times." His primary contribution is in algebra in which he has registered much advance on the work of the Greeks.
Ø  Abul Kamil improved upon the algebra of Khwarizmi. He dealt with quadratic equations, multiplication and division of algebraic quantities, addition and subtraction of radicals and the algebraic treatment of' pentagons and decagons.
Ø  Abu Bakr Karkhi, who adorned the court' of Fakhrul Mulk in the beginning of 11th century wrote an outstanding treatise on algebra known as AlFakhri. This is one of the best books on the subject left by a Muslim mathematician and was published by Woepeke in Paris in 1853 A.D.
Ø  Geometry, like other branches of mathematics, geometry made much headway in the hands of Muslims. The three famous brothers Muhammad, Ahmad and Hassan, sons of Musa bin Shakir, wrote an excellent work on geometry which was translated into Latin by Gerard of Cremona. This was later translated into German by M. Kurtaza.
Ø  Abul Wafa Al-Buzjani, (940--997, 998 A. D.) is the author of Kitab al-Hindusa which was rendered into Persian by one of his friends. "It had a large number of" says H. Suter, "geometrical problems for the fundamental construction of plane geometry to the constructions of the corners of a regular polyhedron on the circumscribed sphere of special interest is the fact that a number of these problems are solved by a single span of the compass, a condition which we find for the first time here."'

Trigonometry

Ø  It has been universally acknowledged that plane and spherical trigonometry were founded by Muslims who developed it considerably. The Greeks and other advanced nations of the ancient world were ignorant of this essential branch of mathematics.
Ø  Khwarizmi, the Muslim mathematician has made valuable contributions to this branch of mathematics also..His trigonometrical tables which deal with the sine and tangent were translated into Latin in 1126 A. D. by Adelard of Bath.
Ø  Al-Battani (Latin Albategnius). The nation of trigonometrical ratios, which is now prevalent, owes its birth to the mathematical talents of Al-Battani. The third chapter, of his astronomical work, dealing with trigonometry, was several times translated into Latin and Spanish languages.
Ø  Jabir Bin Afiah is the author of the celebrated book Kitab Elahia which deals with astronomy and trigonometry.
Ø  Abul Wafa (939--997, 998 A.D.) born at Buzjan in Khorasan later on established in Iraq was one of the greatest mathematicians that Islam has produced. He devoted himself to the researches in mathematics and astronomy.
Ø  Abul Hasan Koshiyar (971--1029 A. D.) was a Persian mathematician who wrote his works in Arabic. He played a dominant role in the development of trigonometry. His main subject was the elaboration and explanation of the tangent.
Ø  Such were the great mathematical giants which the Muslim world produced, who were not only the pioneers of mathematical science during mediaeval times, but are considered to be authorities on several mathematical problems even during the modern age. The development of mathematics owes a great deal to the genius of these Muslim luminaries.

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Objectives of Teaching Mathematics



Why do we teach mathematics?

Ø  What do we want to achieve in our mathematics lessons?”
Ø  “Mathematics is important and useful in our daily life”
Ø  “Mathematics is the basics for other subjects such as science and engineering”
Ø  “Mathematics help us develop logical thinking”
Ø  “Mathematics helps us find the right way to solve problems”.
Ø  Some even says, “I like mathematics, so I would like to help my students appreciate the subject.”
Ø  Understanding mathematics is an important part of understanding our world.
Ø  The subject and its applications in science, commerce and technology are important if students are to understand and appreciate the relationships and patterns of both number and space in their daily life

Objectives

Ø  To develop their capacity of reasoning
Ø  To  think more logically and independently in making rational decisions
Ø  To enable students to cope confidently with the mathematics needed in their future studies, workplaces or daily life in a technological and information-rich society,
Ø  To develop the ability to conceptualize, inquire, reason and communicate mathematically, and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts
Ø   
Ø  To develop the ability to manipulate numbers, symbols and other mathematical objects

Ø  To develop the number sense, symbol sense, spatial sense and a sense of measurement as well as the capability in appreciating structures and patterns

Ø  To develop a positive attitude towards mathematics and the capability in appreciating the aesthetic nature and cultural aspect of mathematics

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Aims of Teaching Mathematics


Aims of Teaching Mathematics


What do we mean by Aim?
Spens (1938),
            “Any educational aims which are concrete enough to give definite guidance are correlative to ideals of life”
Ø  Aims are the highest expectations or general purposes    you have for yourself, your students, your school, and your community.
Ø  They are often very broad and philosophical.
Ø  They may never be fully achieved. Few examples are:-
Ø  What are the purposes of the public schools and   science education?
Ø  What is it that we want our students to become?
Ø  How should the ways children develop and learn influence what and how we teach in science?

Reasons for constantly Review of Educational Aims

         What we see taking place in our classrooms does not always, on careful reflection, seem justifiable.
         Pupils do express concern about the end-points of their current studies
         Situations and circumstances do change, new content and new teaching methods are proposed.
         Examples that require justification
         The use of calculators
         fractions
         IT

Primary and Secondary Aims

         Primary aims
        We have to give reasons for including mathematics in the school curriculum.
         Secondary aims
        So that the content and methods can be decided.
        Important general aims of education which can be pursued within mathematics


Example of Aims

         Mathematics as an essential element of communication;
         mathematics as a powerful tool;
         appreciation of relationships with mathematics;
         awareness of the fascination of mathematics;
         imagination, initiative and flexibility of mind in mathematics;
         working in a systematic way;
         working independently;
         working cooperatively;
         in-depth study in mathematics;
         pupil’s confidence in their mathematical abilities
         To help pupils to develop lively, inquiring minds, the ability to question and argue rationally and to apply themselves to tasks, and physical skills;
         to help pupils to acquire knowledge and skills relevant to adult life and employment in a fast changing world;
         to help pupils to use language and number effectively;
         to instill (encourage) respect for religious and moral values, and tolerance of other races, religions and ways of life;
         To help pupils to understand the world in which they live, and the interdependence of individuals, groups and nations;
         To help pupils to appreciate human achievements and aspirations.

Reasons for teaching mathematics (Smith, 1928)

         Every educated persons should know what mathematics means to society and to our race, what its greatest uses are;
         it has high value as a mental discipline;
         it has intrinsic (essential) interest and value of its own - it has its own beauty and magic;
         it possesses truth which, in an ever changing world, is eternal (everlasting) and enduring (stable);
         it came into being through the yearning (desire) to solve the mysteries of the universe and still works for us in that way;
         the history of mathematics is the history of the human race.

The Cockcroft Report (1982)

         Of enabling each pupil to develop … the mathematical skills and understanding required for adult life, for employment and for further study and training …;
         Of providing each pupil with such mathematics as may be needed for his study of other subjects;
         Of helping each pupil to develop... Appreciation and enjoyment of mathematics itself and... Of the role which it has played and will continue to play both in the development of science and technology and of our civilization;
         above all, of making each pupil aware that mathematics provides him with a powerful means of communication


Utilitarian Aims

         Practical arithmetic skills needed in everyday life?
         Mathematically literate workers?
         Set up problems; variety of techniques to approach and work on problems; understanding the underlying mathematical features of a problem; ….
         Two faces:
        foundations for subsequent more advanced study of mathematics
        tools for other subject

Importance of Mathematics in the World

         Mathematics is vital to the maintenance of satisfactory living standards
         in order to make an informed decision about continued study
         Mathematics trains the Mind
         Strengthening the powers of reasoning or in inducing a general accuracy of mind
         in brain development
         in producing logical way of thinking
         blind belief in the value of mathematics as a mental discipline is dangerous (Godfrey, 1931)

Importance of Mathematics as a Language

         Mathematics is a unique universal language which transcends (go beyond the limit of sth) social, cultural and linguistic barriers, having symbols and syntax (grammar) that are accepted the world over.

Our aims in teaching Mathematics are:

v  To develop a good understanding of numbers and the number system by:
Ø  Maximizing their counting ability.
Ø  Achieving a sound grasp of the properties of numbers and number sequences, including negative numbers.
Ø  Achieving a good understanding of place value and ordering, including reading and writing numbers.
Ø  Understanding the principles and practice of estimating and rounding.
Ø  Achieving a sound grasp of the concepts of fractions, decimals and percentages, and their equivalence. Developing these concepts to gain understanding of ratio and proportion.

v  To develop the ability to undertake calculations with confidence, accuracy and improving speed by:
Ø  Achieving a good understanding of number operations and relationships.
Ø  Achieving rapid mental recall of number facts.
Ø  Maximizing the ability to undertake mental calculation, including strategies for deriving new facts from known facts.
Ø  Maximizing the ability to undertake calculation using pencil and paper methods.
Ø  Maximizing the ability to undertake calculation using a calculator.
Ø  Developing the ability to check that the results of calculations are reasonable.


v  To develop a good ability to solve problems by:

Ø  Developing the ability to make decisions e.g. deciding which operation and method of calculation to use (mental, mental with jottings, pencil and paper, calculator etc.)

Ø  Being able to reason about numbers or shapes and make general statements about them.

Ø  Improving the ability to solve problems involving numbers in context (e.g. everyday uses such as money, measures etc.)

v  To develop a good knowledge and understanding of measures, shape and space by:

Ø  Achieving a sound knowledge of measures, including the ability to choose units and read scales logically and accurately.

Ø  Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a good understanding of position, direction and movement.

v  To develop a good ability to handle data with confidence, accuracy and improving speed by:

Ø  Improving the ability to collect, present and interpret numerical data with understanding.

Our aims in Maths broadly reflect those set out in the National Numeric Strategy. Gin's Abacus numeric textbooks are used to provide a progressive framework for teaching from Years 3 to 6, although many others resources will be used to supplement learning as deemed appropriate by the class teachers.

The following topics are taught in each term, with concepts and strategies being developed each time.
Winter + Autumn + Spring + Summer

Winter Term

* Place Value (hundreds, tens, unit digits)
* Addition strategies
* Subtraction strategies
* Multiplication strategies
* Division strategies
* Money (shopping and change)
* Fractions
* Time

Autumn Term:
* 2-D Shape
* Tally charts
         Weights (grams and kilograms, reading scales)

Spring Term:

* Properties on number (number sequences, negative numbers)
* 3-D Shape (nets)
* Data handling (frequency charts, graphs, Venn diagrams)
* Calendars (months in year, days in week/year)
* Measuring (meters and centimeters)

Summer Term:

* Position and coordinates
* Capacity (liters and milliliters)
* Pictographs
* Angles
* Symmetry
* Area/Perimeter

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