Chabot College Fall 2002
Removed Fall 2010
Course Outline for General Studies 39 Multicultural Foundations of Mathematics and Science
Catalogue Description:
39- Multicultural Foundations of Math and Science 3 units
A chronological survey of the development of math in Africa, Latin America and Asia, and its relation to science, technology, and economics there and in the modern world; an alternative to the prevalent theory of a purely European origin of mathematics. Strongly recommended: Mathematics 105 or 105L (may be taken concurrently). 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. revise dates for mathematical and scientific discoveries commonly given in Eurocentric
texts to reflect much earlier periods in human history, centered in Northern and sub-Saharan Africa;
2. describe the historical time periods of the African presence in Early Asia and the Americas and how that presence influenced the evolution of math and science in those regions;
3. compare the development, use, and application of mathematics with the development, use, and
application of science and technology in Africa, Latin America and Asia;
4. perform basic operations in mathematics;
5. explain fundamental concepts of science.
Course Content
1. Arithmetic systems and the earliest human civilizations: the mathematical significance of the carved Ishango Bone in Zaire
2. Math Review: Basic operations, fractions, the concept of a variable, basic geometric shapes
3. Ancient agricultural economies and the Egyptian solar calendar
4. Practical problems of ancient Egyptian society in connection with the mathematical operations of addition, subtraction, multiplication, division, the use of fractions, geometry, and systems of weights and measures
5. Ancient Egyptian engineering and geometry
6. Egyptian systems of measurement and first and second degree equations, and arithmetic and geometric series
7. African presence in Early Asia, and the Americas
8. The Ancient Chinese Calendar system
9. The decimal system and the Shang Dynasty
10. Chinese discovery of the concept of zero, negative numbers, solutions of numerical equations, decimal fractions and use of algebra in geometry
11. Ancient Indian tally marks, the Kali Calendar, astronomical, geological measurements, sacred Indian mathematical texts, South East Asian numerals
Chabot College
Course Outline for GS 39, page 2
Fall 2002
Course Content - Continued:
12. The conformity between ancient Egyptian and Mexican calendars
13. The Mayas of Latin America and the Yoruba of Nigeria and their base twenty number systems
14. African participation in the Hellenistic period: Euclidian Geometry, Ptolemic astronomy, the mathematical contributions of Heron and Diophantus
15. African mathematics during the Muslim Empire
Methods of Presentation:
1. Illustrated lectures utilizing slides, web presentations, audio visual materials, recorded music and spoken word
2. Large and small group discussion
3. Student presentations
4. Guest presentations
5. Field trips to museums, cultural events
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments:
a. Extra credit quantitative exercises using math as practiced in early African, Asian, and Latin American cultures
b. Service activities, such as tutoring inner-city youth or college students in basic math, with attention to explaining non-European origins of topics
c. Research essay or class presentation in such areas as the following:
1) Describing the use of math and science in connection with practical problems of early non-European societies
2) General, abstract mathematical principles not limited to specific examples or practical problems
3) Describing Africa's influence on early Asian and Latin America science and mathematics
4) Spiritual, religious basis of math and science in early, non-European societies
5) Applicability of non-European scientific, technological discoveries to the modern world
6) Non-European origins of modern math formulae and methods
7) Indigenous systems of measurement and calculation practiced today
8) Describing Africa's influence on early Asian and Latin American science and mathematics
d. Collaboratives
1) compute the sum and product of various numbers using the Egyptian
method, in glyph notation
2) identify the names of various illustrated geometric objects common in
Egyptian architecture and mythology
3) evaluate numerically the lengths, areas, and volumes of various geometric
objects at given values of their parameters
4) solve various simple word problems. Example: What is the vertical rise of the
inclined wall of a pyramid with base = 2 and slope = 5?
5) add/subtract/multiply/divide numbers using Mayan or Yoruban base 20 arithmetic
arithmetic
6) perform calculations with the Chinese abacus
7) decipher and predict dates with the Kali calendar
Chabot College
Course Outline for GS39, page 3
Fall 2002
2. Methods of Evaluating Student Progress:
a. Quizzes, midterms and final exam, in multiple choice or short answer format
b. Written assignments
c. Oral presentations
d. Participation in discussions and group work
Textbooks(s) (Typical):
Mathematics in the Time of the Pharoahs, Richard Gillings, Dover, 1972
The Genius of China, Robert Temple, Prion Books, 1998
Africa Counts, Claudia Zaslavsky, Prindle, Weber and Schmidt, 1973
African Presence in the Early Americas, Journal of African Civilizations, Ivan Van Sertima
African Presence in Early Asia, Journal of African Civilizations, Runoko Rashidi
Special Student Materials
Scientific calculator.
Revised: 1/11/02