Leveraging Pre-Colonial Knowledge Systems in Mathematics Through a Historical Lens

• In Event: Making Sense of Mathematics: Harnessing Pre-Colonial Knowledge, History, Neuroscience, and Inclusive Education to Address Gaps

Proposal

Studying the history of mathematics reveals narratives that have been minoritized or racialized in the past and can offer unique insights into the origin and need for mathematics. The history of mathematics also provides us with a rich tapestry of ideas and methodologies that can inform our present practices. Throughout history, mathematicians from various cultures and civilizations have contributed innovative techniques and theories, advancing human knowledge (Joseph, 2011). By understanding the historical context of mathematical concepts, we can appreciate their interconnectedness and the iterative nature of mathematical discovery.

This presentation will focus on the historical development of the mathematical concept of fractions, with a specific focus on regions in Africa and South Asia that were subjected to European colonization. Through a look at the history of fractions and a close look at the difference between symbolic and non-symbolic fractions, the goal is to learn more about how historical knowledge, from the operations of unit fractions to the algebraic functions used by the Egyptians in the Ahmens Papyrus, can help us understand how to better teach and learn fractions in mathematics education today.

Author

• Deepa Srikantaiah, USAID, Africa BureauSD