The Name Game

 

I believe that it does make a difference in students learning if we acknowledge or don’t acknowledge non-European sources of mathematics. It is important to introduce to students that mathematics is not the work of just individuals working independently from each other. It is working on extending and building off of previously researched and proven theories. Mathematics is collaborative, it is not an isolated subject as many might think. Thus, I believe it is important for them to understand that the history of mathematics is layered with the work of people and civilizations long gone and still present. They can find different methods and ideologies surrounding mathematics, and there are multiple ways to figure out problems than just one, so exploration and creativity are important.

 Having them learn of non-European sources of mathematics dispels this perpetual look of very euro-centric math history. Students from different cultures will find themselves being represented and also have a sense of belonging. I believe this would create a more aware classroom, awareness of history, and inclusion. As my education, until grade 4 was in India, I was very much aware of the contributions of Indian mathematicians to the field, however, when we started learning Pythagorean theorems and later in my undergrad studies, the more distant I felt with the history. There was no sense of representation for me, and a sense of indifference in terms of the origin of mathematical figures. Even learning about Babaloynian, Egyptian, Ancient Chinese, Islamic, and Indian origins of mathematical ideas and principles has fostered an interest in the history of mathematics again. 

   

I am not entirely sure about my own feelings about the naming of theorems such as Pythagorean or Pascal’s triangle. I am not sure we could or should change the names of these theorems, I think it would be an interesting debate but I find that it would not do anything concrete. The best course of action, as a math educator, would be to make sure to divulge math history to students. I believe if you are teaching a topic, such as the Pythagorean theorem, it is important to have a discussion about the multiple ways it was discovered, and who they were. Since there are multiple solutions and readings to a problem, there are multiple discoveries as well. To my reasoning, imparting this when teaching is maybe more important than changing the names. Teaching to be in awe and reverence of a mathematical concept is more apt than relating it to just one individual.