The study of mathematics history, as with any history, is both interesting and extremely

important. Hersh (1997) noted that “An adequate philosophy of mathematics must be compatible with
the history of mathematics” (p.27). The History of Mathematics course sole focus was exposing and
expounding the entire scope of mathematics history. The course of study encompassed the early
beginnings of mathematics.

Archeologists found articles that depicted tally marks for counting which dates to almost 8000
years old (Burton, 2007). These excavations do not come from ancient Greece, but from people of the
Near East. Most students today would credit much of what we understand today as modern
mathematics, but factually, this is incorrect. Actually, ancient Babylonian, Egyptian, and Chinese cultures
were working with many of the advanced mathematical techniques claimed by the Greeks centuries
later. “As early as 3500 BC, the Egyptians had a fully developed number system which would allow
counting to continue indefinitely” (Burton, 2007, p.11). “By 1400 BC, the Chinese had positional
numeration system that used nine signs” (Burton, 2007, p.27). Not only are these facts presented in the
course, but the symbols and techniques used by these ancient cultures are presented. Problems from
famous texts of the time when as the Chinese work Nine Chapters on Mathematical Arts are also
present and solved. Plimpton 322 is a famous Babylonian clay tablet which presents numerous
mathematical problems and solutions. Problems from these examples show a formulation of
mathematics out of necessity, in terms of taxation and defense strategy. As the mathematical age
approaches a time when the ancient Greeks begin solving mathematical equations from a geometric
viewpoint, much of the world begins exploring mathematics from a leisurely and philosophical point of
view.

The Greek exploration of mathematics is also covered in depth. The early beginnings of Greek
mathematics from the great philosophers Thales of Miletos, Pythagoras, Nichomachus, and Zeno display
a culmination of many schools of thought from around the world. In fact, we now know that the ancient
Babylonians were exploring the Pythagorean Theorem long before Pythagoras was born. Other Greek
philosophers built upon these early foundations using Geometry as a basis. Plato, Hippias, and Euclid are
some of the most famous mathematicians, yet they did not create these new theorems overnight.
Countless hours of work, trial and error, and corrections were made before going public with their new
found knowledge.

Much of the same can be said for other mathematical discoveries. The great discovery of
Calculus shows us how two different mathematicians, separated by a vast distance, can arrive at,
ultimately, the same conclusion at relatively the same time. Even though Newtons is credited with the
formulation and discovery of Calculus, Leibniz’s contributions and early writing reflect more notations
than an average high school student would see in their calculus textbook. As with earlier Greek
formulations of Geometry, the study of Calculus did not occur in one 50 minute session.

This understanding of the development of mathematics plays an important role in my

educational philosophy. In teaching mathematics, it is not enough to simply disseminate the content
and expect students to wholly understand the mathematical principals at hand. However, much like the
formulation of writing styles, Greek geometry, and Calculus, students must work through problems.
Mistakes are inevitable, and should be explored to understand the nature of the fallacy’s in the
student’s work. Only after manipulation of mathematical principles, and proper reinforcement
techniques will students truly understand proper mathematical concepts. Even more, they will begin to
think like mathematicians and explore other, more challenging subjects.

Resources

Burton, D.M. (2007). The History of Mathematics: An Introduction. Boston, MA: McGraw Hill.

Hersh, R. (1997). What is Mathematics Really? New York, NY: Oxford University Press.