On mathematics in the history of Sub-Saharan Africa

Abstract

FOR DIRK STRUIK ON HIS 100TH BIRTHDAY 2This article presents an overview of research findings and of sources on or related to mathematics in the history of Africa south of the Sahara. Topics such as counting and numeration systems, mathematical games and puzzles, geometry, graphs, and continental and international connections are included. Attention is paid to the objectives of research in the history of mathematics in Africa, to methodology, to the relationship with ethnomathematical research, and to the uses of research findings in mathematics education. Some possible directions for further research are also identified. ¢ 1994 Academic Press, Inc.Cet article pr6sente un panoramique des r6sultats de recherche et des sources d'information relatifs ~. l'histoire de la math6matique en Afrique sub-saharienne. I1 comporte des th~mes tels que le comptage et les syst~mes de num6ration, les jeux et les puzzles math6matiques, la g6om6trie, les graphes, et les connexions continentales et internationales. L'accent est mis sur les objectifs de la recherche sur l'histoire de la math6matique en Afrique, sa m6thodo-logie, sa relation avec la recherche ethnomath6matique, et les usages des r6sultats de la recherche dans l'enseignement de la math6matique. Quelques directions possibles pour approfondir la recherche sont 6galement identifi6es. © 1994 Academic Press, Inc.Este artigo apresenta uma vista panorgtmica dos resultados de investigag~to e das fontes de informa@.o relacionados coma hist6ria da matem~tica na ,~.frica ao Sul do Sahara. Incluem-se t6picos tais como contagem e sistemas de numerag~to, jogos e puzzles matem~i-ticos, geometria, grafos e conex6es continentais e internacionais. Presta-se ateng~to aos objectivos da investigaq~o respeitante ~ hist6ria da matem~itica em/ffrica, h metodologia, b. relaq~o com pesquisa etnomatem~.tica e aos usos dos resultados de investigagao, na educaq~o matem~itica. Identificam-se tamb6m algumas direcg6es possiveis para continuar a investigaq~to.

Hunter-Gatherer Approach to Math Education - Everyday Mathematics in a San Community and Implications on Technology Design

“…The findings suggest possibilities of promoting the use of mathematical knowledge of hunter-gatherers in the Namibian school curriculum, especially for cultural confidence [24], and contributes to the understanding of African culture in math learning technologies. The integration of local artwork in school subjects may create confidence, and meaningful learning of mathematics among students, especially those who perceive mathematics as a difficult subject.…”

Navigating the Digital Divide: Challenges and Opportunities in Research Publishing for African Scholars

“…Those early forms of knowledge production and communication laid the foundation for subsequent scholarly pursuits. This reflects the continent's rich intellectual heritage and its ancient evolution of knowledge production systems (Gerdes 1994;Akinyemi and Ogunniyi 2020).…”

Indigenising Mathematics in Schools: Why Ethnomathematics Matters

“…Eurocentrism has denied ethnomathematics its rightful place among other knowledges as learners in many African schools are underachieving in mathematics. Gerdes (1994) also contends that the current African education is elitist and tends to favour foreign knowledges. African classrooms are not using what Zaslavsky (1973) referred to as sociomathematics, which may be considered a forerunner of ethnomathematics.…”

“…African classrooms are not using what Zaslavsky (1973) referred to as sociomathematics, which may be considered a forerunner of ethnomathematics. Gerdes (1994) traces the history of mathematical activity in Africa and postulates that women were the first mathematicians, as they had to keep their cycle using the lunar calendar. Gerdes cites Zaslavsky who traced mathematics back to Ishango (the present day Zaire).…”