Egyptian and Babylonian Mathematics
In
these chapters we will focus on the nature of mathematics that was developed
essentially to serve society and without an independent franchise on its own
behalf. This means that the mathematics has a certain sterility to it. Great
beginnings of algorithms are evident without any supporting theory.
Goals.
In the readings for this chapter, focus on the following questions.
- Pedagogy. Analyze how you would approach teaching mathematics in the style
where there are no principles, only practice.
- Can you identify problems that could not be solved by ancient methods, but
which are very near to ones that can.
- What were the stimuli for the particular methods and algorithms developed.
- Why were conic sections never considered?
- How are nonlinear equations considered, solved? What do the Egyptians do?
What do the Babylonians do?
- What evidence can you discern about general principles.
- What was the relation between the exact and the approximate? Was the distinction
clearly understood? Is there similarity with the training of young students
today. At what age are these distinctions finally absolute?
- Can you identify sufficient mathematics to handle the needs of commerce?
to what level?
References
- O. Neugebauer, The Exact Sciences in Antiquity, 2nd. Edition, Dover,
New York, 1969
- B. L. van der Waerden, Science Awakening, John Wiley, New York, 1963,
paper, 1980.
- R. J. Gillings, Mathematics in the Time of the Pharohs, MIT Press,
Cambridge, 1972.
