Medieval Mathematics and Mathematicians
In
this chapter, you will multiple cultures, each taking a turn at making advances
in mathematics. We see that the learning is taking place at universities, substantially
places organized to teach young men in the ways of business. The importance
of universities as centers where the learned gather runs a parallel track to
the business of educating students. The university is created for a very practical
purpose, not as a research institute, but the results are striking. When intelligent
people are assembled, research happens.
Goals
Among the many features you should regard
are:
Theory, Teaching and Pedagogy.
- Pedagogy. Analyse how mathematical knowledge was passed from generation
to generation. Is mathematics now becoming to complex in an algebraic sense
for its instruction to be continued by example?
- Look carefully at the curriculum. Compare with modern
curriculum, even in majors that purport to train young adults for the world
of commerce. Is there anything to be gained from this education that is now
lost?
- Is mathematical technique or methods advancing in any serious way beyond
the Greek influence?
- Consider the role of the merchant class upon the development of mathematics.
Remember that the demands of the time impacts the kind of practitioner attracted
to the subject. This in turn impacts the kinds of problems that will be scheduled.
We see a diminishment of geometrical development. What can be attributed to
this?
- What essential differences can you identify between the Islamic and Medeival
worlds?
References
