11.6-response-Was Pythagoras Chinese?

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•Does it make a difference to our students' learning if we acknowledge (or don't acknowledge) non-European sources of mathematics? Why, or how?

Acknowledging non-European sources of mathematics can significantly enhance students' learning by broadening their understanding of the global contributions to mathematical knowledge. For example, in my middle and high school math textbooks, sections were introducing ancient Chinese mathematicians, and the term for the Pythagorean Theorem was “gou gu ding li.” These additions to the curriculum made us aware that cultural achievements are a shared human legacy, with each culture contributing its own wisdom. Recognizing these diverse contributions encourages students to see mathematics as a universal endeavor shaped by many civilizations. This inclusive approach not only fosters a deeper engagement with the subject but also emphasizes the diversity of human civilization and the shared pursuit of truth across different paths.


•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.)

The naming of concepts like "Pythagorean Theorem" and "Pascal's Triangle" often reflects a Eurocentric historical perspective, overlooking the unique contributions of other cultures to mathematics. However, for students who grew up in China, terms like "勾股定理" (Gougu theorem) and "杨辉三角" (Yang Hui’s triangle) are more familiar. It was only after studying international mathematics curricula that I learned these concepts are called "Pascal's Triangle" and "Pythagorean Theorem" in the West. I imagine that, without this class discussion, many students might never realize that these mathematical theorems were also discovered and used in ancient China.

Such naming conventions unintentionally reinforce a single perspective, subtly implying that mathematics primarily originated from the West. This not only diminishes recognition of diverse cultural contributions but may also lead students to mistakenly view the development of mathematics as one-directional, ignoring the exchange and mutual progress among different civilizations. If we introduce the multicultural origins of these theorems in our teaching, students can appreciate that mathematics is a global endeavor, enriched by the wisdom of many peoples.

Comments

  1. Erica HuangNovember 23, 2024 at 10:02 AM

    Great reflection, Nanxi! It’s very cool that there were sections introducing ancient Chinese mathematicians in your middle and high school math textbooks in China. You’ve touched on an important point about how naming conventions can unintentionally reinforce a narrow perspective, suggesting that mathematics primarily originated in the West. I totally agree that we should help our students see that mathematics is a global endeavor!

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