Multiple Paths to Mathematics Practice in Al-Kashi's "Key to Arithmetic"

Autor/in	Taani, Osama
Titel	Multiple Paths to Mathematics Practice in Al-Kashi's "Key to Arithmetic"
Quelle	In: Science & Education, 23 (2014) 1, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-013-9636-z
Schlagwörter	Mathematics; Mathematics Instruction; Textbooks; Astronomy; Problem Solving; Word Problems (Mathematics); Calculus; Preservice Teachers; Mathematics Teachers; Primary Sources; History + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Astronomie; Problemlösen; Textaufgabe; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Primärquelle; Geschichte; Geschichtsdarstellung
Abstract	In this paper, I discuss one of the most distinguishing features of Jamshid al-Kashi's pedagogy from his "Key to Arithmetic", a well-known Arabic mathematics textbook from the fifteenth century. This feature is the multiple paths that he includes to find a desired result. In the first section light is shed on al-Kashi's life and his contributions to mathematics and astronomy. Section 2 starts with a brief discussion of the contents and pedagogy of the "Key to Arithmetic". Al-Kashi's multiple approaches are discussed through four different examples of his versatility in presenting a topic from multiple perspectives. These examples are multiple definitions, multiple algorithms, multiple formulas, and multiple methods for solving word problems. Section 3 is devoted to some benefits that can be gained by implementing al-Kashi's multiple paths approach in modern curricula. For this discussion, examples from two teaching modules taken from the "Key to Arithmetic" and implemented in Pre-Calculus and mathematics courses for preservice teachers are discussed. Also, the conclusions are supported by some aspects of these modules. This paper is an attempt to help mathematics educators explore more benefits from reading from original sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10