The Volume Examines, In Depth, The Implications Of Indian History And Philosophy For Contemporary Mathematics And Science. The Conclusions Challenge Current Formal Mathematics And Its Basis In The Western Dogma That Deduction Is Infallible (Or That It Is Less Fallible Than Induction). The Development Of The Calculus In India, Over A Thousand Years, Is Exhaustively Documented In This Volume, Along With Novel Insights, And Is Related To The Key Sources Of Wealth-Monsoon-Dependent Agriculture And Navigation Required For Overseas Trade - And The Corresponding Requirement Of Timekeeping. Refecting The Usual Double Standard Of Evidence Used To Construct Eurocentric History, A Single, New Standard Of Evidence For Transmissions Is Proposed. Using This, It Is Pointed Out That Jesuits In Cochin, Following The Toledo Model Of Translation, Had Long-Term Opportunity To Transmit Indian Calculus Texts To Europe. The European Navigational Problem Of Determining Latitude, Longitude, And Loxodromes, And The 1582 Gregorian Calendar-Reform, Provided Ample Motivation. The Mathematics In These Earlier Indian Texts Suddenly Starts Appearing In European Works From The Mid-16Th Century Onwards, Providing Compelling Circumstantial Evidence. While The Calculus In India Had Valid Pramana, This Differed From Western Notions Of Proof, And The Indian (Algorismus) Notion Of Number Differed From The European (Abacus) Notion. Hence, Like Their Earlier Difficulties With The Algorismus, Europeans Had Difficulties In Understanding The Calculus, Which, Like Computer Technology, Enhanced The Ability To Calculate, Albeit In A Way Regarded As Epistemologically Insecure. Present-Day Difficulties In Learning Mathematics Are Related, Via Phylogeny Is Ontogeny , To These Historical Difficulties In Assimilating Imported Mathematics. An Appendix Takes Up Further Contemporary Implications Of The New Philosophy Of Mathematics For The Extension Of The Calculus, Which Is Needed To Handle The Infinities Arising In The Study Of Shock Waves And The Renormalization Problem Of Quantum Field Theory.
Describes fundamental differences in learning beliefs between the Western mind model and the East Asian virtue model of learning.
Classic undergraduate text acquaints students with fundamental concepts and methods of mathematics.
From ancient works to modern abstract expressionism, the book's many colorful artworks are mesmerizing. This is an important reference for anyone interested in mathematics or art.
Thus, this book daringly asserts that physical theory, traditionally regarded as amoral and objective, has depended on cultural beliefs about time.
This is hardly surprising, since the area focuses on issues such as race, gender, socioeconomic class, the impact of technology on learning, what it means to be educated, and the role of teaching and learning in a societal context.
What is Mathematics, Really? reflects an insider's view of mathematical life, and will be hotly debated by anyone with an interest in mathematics or the philosophy of science.
In this elegant book, mathematician and philosopher Paolo Zellini offers a brief cultural and intellectual history of mathematics, ranging widely from the paradoxes of ancient Greece to the sacred altars of India, from Mesopotamian calculus ...
Accessible to students and relevant to specialists, this remarkable book by a prominent educator offers a unique perspective on the evolutionary development of mathematics.
The essays in The Social and Cultural Foundations of Education: A Reader initiate conversations on fundamental cultural and social topics that are also integral issues in education today.
Fitzgerald, A.: 1981, Mathematics in Employment (16–18), University of Bath, School of Mathematics. ... Harris, P.: 1980, Measurement in Tribal Aboriginal Communities, Northern Territory Department of Education, Australia.