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.
2.
3.
4.
5.
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;
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;
compare the development, use, and application of mathematics with the development, use, and
application of science and technology in Africa, Latin America and Asia;
perform basic operations in mathematics;
explain fundamental concepts of science.
Course Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Arithmetic systems and the earliest human civilizations: the mathematical significance of the
carved Ishango Bone in Zaire
Math Review: Basic operations, fractions, the concept of a variable, basic geometric shapes
Ancient agricultural economies and the Egyptian solar calendar
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
Ancient Egyptian engineering and geometry
Egyptian systems of measurement and first and second degree equations, and arithmetic and
geometric series
African presence in Early Asia, and the Americas
The Ancient Chinese Calendar system
The decimal system and the Shang Dynasty
Chinese discovery of the concept of zero, negative numbers, solutions of numerical equations,
decimal fractions and use of algebra in geometry
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.
13.
14.
15.
The conformity between ancient Egyptian and Mexican calendars
The Mayas of Latin America and the Yoruba of Nigeria and their base twenty number systems
African participation in the Hellenistic period: Euclidian Geometry, Ptolemic astronomy, the
mathematical contributions of Heron and Diophantus
African mathematics during the Muslim Empire
Methods of Presentation:
1.
2.
3.
4.
5.
Illustrated lectures utilizing slides, web presentations, audio visual materials, recorded music and
spoken word
Large and small group discussion
Student presentations
Guest presentations
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