MODULE 1.1 (WEEK 1)
MODULE 1.1 (WEEK 1)
At the end of the lesson, the pre service teacher (PST) should be able to:
• Discuss the development of mathematics in the ancient period
• Show the evolution of numeration systems in ancient times
• Recognize the symbols and notations used
• Perform the mathematical operations used in this period.
The 360 degree circle, the foot and its 12 inches, and the "dozen" as a unit, are but a
few examples of the vestiges of Sumerian Mathematics, still evident in our daily lives.
This idea of using position to arrange integers, known as the principle of position, is the
first known use of such a system, the basis of our decimal system. This became lost
until the fifth or sixth century CE, and western culture used the unwieldy Roman system
of numbering, a tortuous and difficult system for performing math. Their system of
numbering implies that they may have understood zero but, until further evidence is
found, that remains largely conjectural.
The Sumerians, Babylonians and other inhabitants of the Euphrates valley certainly
made some sophisticated mathematical advances, developing the basis of arithmetic,
numerical notation and using fractions. Their work was adopted by the Greeks, and it is
likely that the Greeks learned mathematical techniques from the Babylonian culture, as
ideas traveled along the Silk Route from Anatolia (Turkey) to China. Alexander the
Great is known to have sent astronomical records from Babylonia to Aristotle after he
conquered the area.
Also, to represent the numbers 1 - 59 within each place value, two distinct symbols
were used, a unit symbol ( ) and a ten symbol ( ) which were combined in a similar
way to the familiar system of Roman< numerals (e.g. 23 would be shown as ).
Thus, represents 60 plus 23, or 83. However, the number 60 was represented by
the same symbol as the number 1 and, because they lacked an equivalent of the
decimal point, the actual place value of a symbol often had to be inferred from the
context.