Attribution Non-Commercial (BY-NC)

Просмотров: 169

Attribution Non-Commercial (BY-NC)

- star math technical manual dragged
- Benefits of the Abacus Edited Full
- SoftwareQA Test
- Dude You Know
- Equivalent Fractions
- 10 TET Syllabus Paper 1 Mathematics
- Math 5
- CalcII_PartialFractions
- Syllabus Math 6
- Adi Cox Number Dictionary
- Math Packet 18
- Laplace Transforms 1
- 1. Directed Number _high
- HOMEWORK DURING SCHOOL BREAK
- Untitled
- nnnb b
- final yearly topic planner maths science
- equivalent fractions lesson 1
- Analisis Item Matematik_uptp1 2012
- cst ppt

Вы находитесь на странице: 1из 5

The real origins of mathematics lie deep in the past before any kind of recording, and so any story

about the beginnings of counting needs to be situated in the cultural context of the time. Thinking

ourselves back into a time before counting, two crucial questions need to be addressed:

‘Why do you need to count?’

In many domestic activities today like shopping, cooking, etc., there is still no need to count. You

know when you have enough. When hunting, gathering fruits and seeds, or even herding animals,

you know if you have enough to feed the family, and you know if a wolf has taken one of the sheep,

or if you have lost a spear. Counting does not happen unless there is a need. The idea that the

shepherd had to count his sheep to know if one was missing is a myth. Every person who works with

animals develops a relationship with them and ‘knows’ if one is missing.

‘What do you need to know in order to be able to count?’

Counting is a powerful activity. So is knowing someone’s name. Remember the feeling in your

stomach when your name was called out by the class teacher ‘Oh dear! What have I done now?’ Or

when you enter a room full of strangers, and someone calls your name ‘Who is that? Somebody

knows who I am!’

Because counting people is a very powerful (even magic) thing to do, every culture has many

superstitions attached to counting and numbers. In the past, only special people (the king, the priest,

the chief) were allowed to do this. Nineteenth-century English administrators in Africa were

sometimes killed for trying to take a census because only the witch doctor was allowed to count. In

the Book of The Maccabees in the Bible, counting the army was done by soldiers each putting a stone

on a pile, so the stones were counted and not the men.

There is a theory that suggests that the reason for these superstitions was that the beginnings of

counting had nothing to do with arithmetic as we now know it, but was related to early rituals like the

rebirth of the land in the spring, or the coming of rains. ‘Counting’ therefore was originally a chant

for calling people in to the ritual area to perform the ceremony, and the words were later transferred

to counting objects.

A SEQUENCE OF WORDS

So counting begins with a list of words. The other essential is a series of pointings which associates

the words (or symbols) with the objects to be counted. The answer to ‘How many?’ was the noise

you made when you stopped speaking, and you knew ‘seven’ was more than ‘five’ because the noise

‘seven’ came after uttering ‘five’.

COMPARING COLLECTIONS OF OBJECTS

Comparing two or more collections of objects in terms of their numerosity can be done in two ways.

Direct comparison puts the objects into one-to-one correspondence, like sharing a bag of sweets

between people. If there is a remainder, the collections are not equal. A next stage can be where

tokens (stones, models, or counters) represent the objects to be shared, so the comparison can be

made between the representations of the objects. These actions concern the relative size of

collections. A further step is to develop a written symbol system for the objects or for a group of

objects. So now we have number symbols and a way of comparing collections of objects indirectly

by noting the symbol when we finish ‘counting’ each collection.

AN INFINITE PROCESS

Once you have a set of names for the numbers, and once you have a system for repeating them, you

can always go on. Whatever number you give me I can always add one more! This makes counting a

potentially infinite process.

(This property was later called ‘the successor property’ by Guiseppe Peano in 1889. The statement

‘every number has a successor’ is a basic principle of counting.)

Think of a list of numbers: 1, 2, 3, 4, 5 . . . For each of these, we can write its square: 1, 4, 9, 16,

25 . . . For every number there is a corresponding square number.

So, the list of square numbers is infinite (this was first demonstrated explicitly by Galileo Galilei in

1638), and so is the list of fractions and cubes and . . .

(Again, this is the power of the principle of one-to-one correspondence.)

1.1 HISTORICAL AND SOCIAL CONTEXT

NUMBER SIGNS

Written number signs go back to about 4000 BC in Mesopotamia. We first find symbols for objects

and then for numbers emerging. Archaeologists now think that this was the very first writing – even

before any literature. In the early stages in Mesopotamia about 60 different numerical sign systems

were in use.

A wide variety of counting systems evolved, using what we today call different bases. Cows were

different from the fish caught from the river and different again from the corn harvested, and so each

collection of objects was counted in a different way. In the early twentieth century in England it was

still possible to find that the measure for a bushel of corn was different in different market towns.

Still, in certain parts of Polynesia, numbers for a feast are counted in fours, because four people sit

round the traditional palm mat where the food is placed. In Japan, five eggs are sold in neatly woven

baskets.

Other cultures developed different systems independently: Egypt, Babylonia, China, India, The

Mayas, etc. These are the most outstanding, but many other systems appeared according to people’s

needs at the time. The English Imperial systems for money, weight, volume, and so on contain mixed

measures (12 pence in a shilling, 20 shillings in a pound, etc.) and are remnants of these cultural

practices.

CALCULATING METHODS

Ancient arithmetic methods were very simple in principle. Tables of products, divisions and

fractional parts were used a lot as aids like ‘ready-reckoners’.

Multiplication and division were achieved by doubling and halving and to multiply by 5 you multiply

by 10 and halve the result. Division was achieved by successive subtractions, a method similar to

what we teach today as ‘chunking’. Many sets of tables developed by ancient people were still in use

up to Renaissance times.

The Egyptians did not calculate using the hieroglyphic numbers as this would have been a very

cumbersome process. Hieroglyphs are only found on tombs and official monuments; for calculations

written on papyrus, hieratic symbols (a kind of shorthand) were used. While notations developed in

different ways, calculating methods relied on practical tools like counters, tally sticks, counting

boards, the abacus, and so on. For a long time there were only a few people in the culture who knew

how to count and calculate (reckon) beyond very simple calculations. This put the Notaries (in Italy

and France) or Reckoning Masters (in Germany) in a very powerful position in society.

Another calculating aid developed from mediaeval times was the reckoning board which was marked

out in columns and rows according to the goods to be counted.

The board was kept in the ‘counting house’. This is where many different kinds of goods were

counted by moving tokens on the board to represent the different amounts. Counters were moved

from one column to another according to the particular table – one table for quantities of grain,

another for sacks of wool, etc. To ‘go before the board’ originally meant going to the counting house

to have your goods valued by the experts. (Remember the nursery rhyme – ‘The king was in the

counting house counting out his money . . .’)

The problem with this situation was that it was cumbersome, it could only be done in a few places

(although some portable ‘boards’ made of cloth were used), and it could only be done by specially

trained people (hence the power was in the hands of a few). Because only the result was written

down, the stages in the calculation were lost in the process and so you could not check if it was right.

However, some checking methods like ‘casting out nines’ were developed specially for this.

DECIMAL NOTATION

Leonardo Fibonacci was the son of a merchant who travelled extensively in the Mediterranean and

the Middle East, and wrote ‘The Book of the Abacus’ (Liber Abaci 1202) which was a summary of

the calculating methods that had been known to merchants for ages and in this book he introduced

the Hindu-Arabic notation to Europe. The base ten number system and Hindu-Arabic notation

eventually greatly accelerated the development of calculating methods. The town of Treviso in

northern Italy lay on the direct route from the trading city-states of Genoa and Venice into southern

Europe and there the famous Treviso Arithmetic was published in 1478.

This book contained all sorts of instructions for merchants to calculate profit and loss, rates of

exchange and the shares in investments, and here we find the first appearance of the ‘times tables’

exactly as they are familiar to us today. (Treviso Arithmetic 1478, see Swetz, F. 1987 Capitalism and

Arithmetic.)

FRACTIONS

Fractions appeared very early when it became necessary to divide the group of objects or the quantity

into smaller parts. ‘I only need half that fish today’ and we have the development of ‘natural’

fractions and combinations of these: halves, thirds, quarters, fifths, sixths, and so on. Egyptian

fractions (represented by 1/n where the numerator is always one) are known as ‘unit’ fractions and

were used mainly for sharing out resources, grain, beer, etc. All fractional representation was in

terms of unit fractions, so for example, 3/4 was written as two separate unit fractions 1/2, 1/4. It is

possible to obtain many different kinds of unit fractions by judicious use of various ‘natural’

fractions.

The introduction by the Dutchman Simon Stevin in The Art of Tenths 1585 of a ‘complete’ decimal

system where he developed symbols for decimal fractions and showed how to use these for counting

and calculating, still did not persuade many people of the advantages of a unified system. Even now,

many calculations are still done by goldsmiths, apothecaries and others using the traditional fraction

systems; and astronomical measurements still use sexagesimal fractions (sixtieths).

Further reading

Joseph, G. 1991 The Crest of the Peacock: non-European roots of Mathematics London: Tauris

Katz, V.J. 1998 A History of Mathematics: an introduction Harlow: Addison-Wesley

Book Reference: Hopkins, C., Pope, S. Pepperell, S. (2004). “Understanding Primary Mathematics”,

London: David Fulton Publishers Ltd

- star math technical manual draggedЗагружено:api-377871508
- Benefits of the Abacus Edited FullЗагружено:Sca Jalpaiguri
- SoftwareQA TestЗагружено:Dera H. Saidina
- Dude You KnowЗагружено:anon-853030
- Equivalent FractionsЗагружено:hayden
- 10 TET Syllabus Paper 1 MathematicsЗагружено:Mohankumar P K
- Math 5Загружено:jonesman
- CalcII_PartialFractionsЗагружено:api-3815602
- Syllabus Math 6Загружено:Ricardo B. Vigan
- Adi Cox Number DictionaryЗагружено:Adrian Cox
- Math Packet 18Загружено:Lynn DeLeon
- Laplace Transforms 1Загружено:ashoka.k
- 1. Directed Number _highЗагружено:afiq8586
- HOMEWORK DURING SCHOOL BREAKЗагружено:suja_d82
- UntitledЗагружено:api-161714983
- nnnb bЗагружено:Nor Aishah
- final yearly topic planner maths scienceЗагружено:api-361274406
- equivalent fractions lesson 1Загружено:api-129044197
- Analisis Item Matematik_uptp1 2012Загружено:wira484
- cst pptЗагружено:GBEBOYZ300
- 1 2 real numbersЗагружено:api-233527181
- ka5 finalЗагружено:api-249598233
- Maths ScoreЗагружено:tamizhpayan
- kay small group math lessonЗагружено:api-314242012
- edma360 assessment 3-4 4 1Загружено:api-265542260
- Week 6 & 7 - Fraction and Its OperationsЗагружено:tria umbara
- Ch04 FractionsЗагружено:Humayun Rashid Khan
- edu-490 week 10 analysis and reflection to improve planning and practiceЗагружено:api-458213504
- DecimalsЗагружено:sudha Gopalakrishnan
- HKIMO 2018 G5 - Primary 5Загружено:Saidati Cholidia

- lessons for htmlЗагружено:pravin176
- strategies and resources of english teachingЗагружено:api-19846552
- Ăsihical and EmotionalЗагружено:alborada1000
- You Ask & the Quran AnswersЗагружено:anon-350839
- Creativity in EducationЗагружено:api-19846552
- 31 Days to Wisdom, Wellness and WealthЗагружено:DeCarlo Eskridge
- How could we help our kids to love praying ?Загружено:Ebtessam
- Stating General Objectives of MathematicsЗагружено:api-19846552
- Nature of MathematicsЗагружено:api-19846552
- answering question five steps of a typical OBЗагружено:api-19846552
- AN ASSESSMENT OF SECONDARY SCHOOL TEACHERS USES OF ICT’SЗагружено:api-19846552
- HTML Lessons for WEB PagesЗагружено:api-19846552
- CHARACTERISTICS and principals OF LEARNINGЗагружено:api-19846552
- World Population Datasheet 2007Загружено:crosshub
- General Education Task ForceЗагружено:api-3818878
- gd skillsЗагружено:api-3832523
- Time and Resource Management finalЗагружено:api-19846552
- Dot Net Questions and AnswersЗагружено:kansjee
- E Resource (Planner)Загружено:api-3853520
- Elementary EducationЗагружено:api-3756098
- Designing Tomorrows Education[1]Загружено:api-3729230
- DatabasesЗагружено:api-3808067
- Communication is a process that allows people to exchange information by one of several method1Загружено:haq nawaz
- 3 - Research designЗагружено:api-19846552
- BUTTERFLYЗагружено:IMM
- Internet Teaching ToolsЗагружено:api-19846552
- lecture methodЗагружено:api-19846552
- Audio Visual Aids for teachersЗагружено:api-19846552

- Advanced Excel Formulas(1)Загружено:Marcelo Cepeda Davalos
- 3 world david tallЗагружено:afryza
- ExercisesЗагружено:Frederic Conan
- Full ChapterЗагружено:No Subject Subject
- Complex Numbers and VectorsЗагружено:ismbll
- iopc2011Загружено:Amit Chandak
- Basic FunctionsЗагружено:Anant Kumar
- mockvita 2018 tcsЗагружено:Amit Rawat
- What is a Rational NumberЗагружено:nishagoyal
- StandardsЗагружено:Gary Weisserman
- 3 Progression Map Multiplication and Division Reasoning F v2Загружено:Ummi Liyana
- Sacred GeometrySacred GeometryЗагружено:Pavlin Dekov
- 636559952274152767Загружено:Aryan Srivastava
- Lecturer 01Загружено:dev
- WDYE quizЗагружено:Eamon Barkhordarian
- Question Bank for 2017 18 (1)Загружено:Ashif iqubal
- NCERT Class 10 MathematicsЗагружено:Himanshu
- CAT 2009 - ebookЗагружено:mehtachandan
- 2002 AMC 12B ProblemsЗагружено:jabagawee
- 7th-Math-Unit-2Загружено:rn00998
- Identifier Variables ConstantЗагружено:Nazrin Manshor
- Assistant Loco Pilot & Technician SyllabusЗагружено:BSMK60
- Fundamentals of Mathematics 2Загружено:Winstien
- Math_Mammoth_Grade6A_SamplesЗагружено:Tere Parallag-Candelaria
- 2(1960)Загружено:rambinod
- Permutations and Combinations Class XIЗагружено:Suparna
- 3rd Summative Test Math 5Загружено:Elise Magbag
- Primary Smart Maths P1 - Teacher GuideЗагружено:Zobbad
- Year 4 Mathematics Portfolio SatisfactoryЗагружено:WooSeok Choi
- 0580 s06 qp 2Загружено:Hubbak Khan

## Гораздо больше, чем просто документы.

Откройте для себя все, что может предложить Scribd, включая книги и аудиокниги от крупных издательств.

Отменить можно в любой момент.