Issues in the History of Mathematics Teaching in Arab Countries

2015

This paper offers a glimpse of the major contributions made by Arabs to mathematics in middle ages history period. Its purpose is to stimulate interest in an object based on mutual respect and understanding. We give a short list of the most popular Arabic mathematicians and we comment some of their studies for using them in the high school

Chapter 20 in A. Karp and G. Schubring (eds.), Handbook on the History of Mathematics Education, New-York 2014. (pp. 405-427)

Osmanlı Mirası Araştırmaları Dergisi / Journal of Ottoman Legacy Studies, 2019

The linguistic aspects as well as stylistic features of course books matter as much as their contents and place in the curriculum. In the Ottoman lands, scientific education was made in Arabic and the course books were prepared accordingly. This was as well the case for mathematics. However, some manuals in this field were prepared in Turkish, the foremost vernacular language. Turkish must have been used especially as a medium for the initiation to the subject matter while its use must have been related to students' linguistic capacities in Arabic and/or Persian. In this article, Cāmìʿü'l-Ḥisāb, written by Yûsuf bin Kemāl el-Bursevî, a former student of İskender Çelebi, a renowned defterdar of Suleiman the Magnificent which was completed in Muharrem 934 (October/November 1527) is analyzed. Our focus here is the examination of the stylistic features of the text as well as the use of Turkish as a pedagogic medium.

Revista brasileira de história da matemática (RBHM), 2020

Some decades ago, to talk about mathematics and culture would not have made too much sense. There was a time –a really long time, indeed– when mathematics was thought of as something beyond cultures. Mathematics, at least in the Western tradition, was thought to deal with eternal objects and the discovery of disembodied truths. Although Platonist views of mathematics have not vanished (Patras, 2001, p. 35), in the past decades, new perspectives on culture, mathematics and mathematical thinking have emerged.

Teaching and Learning the Sciences in Islamicate Societies (800-1700), by Sonja Brentjes, 2020

First Paragraph: Studies on science in Islamic societies have been on the rise for a while. The book in question takes as its subject the learning and teaching of the sciences in Islamic (or “Islamicate,” as the author adopts Marshall Hodgson’s conceptualization) societies prior to the eighteenth century. It is penned by Sonja Brentjes, who has written extensively on various aspects of the mathematical sciences in Islamic societies. Her book is not a comprehensive account but rather “an erratic process, broken by many gaps and interrupted by too many questions I could not answer or perhaps not even ask,” but it should also be added that she skillfully engages with the large number of primary and secondary sources (p. 262).

Science in Context, 1987

IJMRAP, 2022

This article sets out the norms for the study of the history of mathematics in Andalusia and the Maghreb between the ninth and sixteenth centuries. This article describes in general terms how the panorama of historical research in mathematics is taking shape. There is no doubt in the history of mathematics that it was the Arabs who developed mathematics. The method used by the author is library research. Literature research is research in which data collection methods are carried out by reading various literature related to information relevant to the research topic. In the region of Andalusia and the Maghreb, the history of mathematical research developed symbolic algebra, namely as modern arithmetic notation. Algebraic symbols were first developed by Ibn Al Banna, an Andalusian mathematician in the 14th century, then the symbols were modified by Al Qalasadi in the 15th century. From the various findings and the overall study, it is concluded that the research approach pursued by Muslim scientists to mathematics can be attributed to the phenomenological approach.

2008

The formation of Islamic culture was accompanied by a process of adoption and integration of the classical scientific tradition. Due to a long dispute over the role of mathematics and astronomy, a new category of disciplines emerged that supported the access of Muslim scholars to mathematics in general and to its applied branches in particular. Selected examples from different fields of applied mathematics (ar. hisdb) demonstrate the extant to which mathematics in the Islamic homelands took root, developed and produced new practical disciplines the Islamic Community could benefit from.