Response on “Was Pythagoras Chinese”

 

Source: https://science.howstuffworks.com/math-concepts/pythagorean-theorem.htm

Does it make a difference to our student’s learning if we acknowledge (or don’t acknowledge) non-European sources of mathematics? Why, or How?

 I think acknowledging non-European sources of mathematics in the classroom will make a difference in students' learning because these sources will help students appreciate other cultures' strengths. They will be able to make connections to their way of doing the math to different methods. It will also build empathy among students and allow them to respect students who use these strategies. To incorporate the non-European way of doing mathematics in the classroom, the teacher should give an inquiry-based research project to students before introducing a new topic. It will allow students to explore the issue before they learn it in the classroom. It will also develop curiosity among them. 

What are your thoughts about the naming of the Pythagorean Theorem, and other named mathematical theorems and concepts (for example, Pascal’s triangle, ……)

 Although naming mathematical formulas and theorems have nothing to do with how they are used, it helps them recognize the person who has created these formulas. Even though I am not against it, I have some confusion about fairness credit given to the founder of the formulas or concepts. Multiple mathematicians founded many theorems, but their credits are only offered to those who have written the solution properly. In my opinion, the acknowledgement should be given to all the mathematicians who have contributed to the answer regardless of the amount of contribution. Furthermore, many mathematicians discovered more than one theorem or formula. If we start naming them all after mathematician's names, it would be hard for them to remember them. It can cause misunderstanding among students. They can easily get confused between different concepts formed by the same mathematicians.