EDCP442 301 2022W1 Juyoung

     I am very surprised about the significance of the evolution of mathematics throughout the history of time. In school, we do not really consider how some theorems came to be, but some famous mathematicians were often credited by having their names in the theorems. With that said, the reading also contributes Chinese mathematicians for also making contributions to the Pythagoras theorem, but they were barely credited.       Personally, I think it does make a difference if we acknowledge non-European sources of mathematics. The beauty of math is that there are many different approaches in solving a problem. For example, there are problems that can be solved graphically, visually, and algebraically. My point is, by acknowledging other sources, I think people are able to understand different perspectives and/or influence their way of thinking. Also, it helps to understand the culture and rationality of other sources.     Initially, I didn't r...

     The "Eye of Horus" is an important symbol for the ancient Egyptians. It shared some characteristics with the "Eye of Ra". The "Eye of Horus" is related to the moon and symbolized the following: protection, power, well-being/health, and sacrifice. Additionally, it also was for fending off evil spirits. The story behind Horus is that his eye was ripped off into six pieces during a fight to avenge his father, Oasis' death.     The numbers of the eyes has a significant meaning behind them. All fractions are unit fractions because the Egyptians had developed a system of fractional representation. Coincidentally, there are six because the six pieces of Horus' eyes were scattered across Egypt. The fractions represented a mathematical progression, and the denominator keeps being multiplied by 2. By adding the 6 fractions together, you would get close to 1. Each fractions represented the following: 1/2 is smell (located right side of the eyes) 1/4 is s...

     Firstly, I would like to thank my groupmates Appu and Lisa for their hard work. It was a pleasure collaborating with them and putting the slides together. I had fun preparing the slides and presenting in front of everyone.     I learned new terminology that I've never heard of before, namely, sagitta. It was particularly interesting to learn about sagitta because I remember in high school, we mostly focused on other terminologies such as chord and arc. I remember sagitta wasn't really applicable to the content I was learning. I've learned more about the sagitta when deriving the formula. The sagitta has two components - the minor segment and major segment. That is why the formula has the  ± to distinguish between the two.  The textbook only addresses th e negative component (minor segment) and I had a difficult time deriving the formula via modern method because the formula in the textbook was wrong.         Another follow...

 My Own Problem (Egyptian Problem): A quantity and it's fourth, added together gives 26. What is the quantity? Modern Solution: x+x/4 = 25 5x/4 = 25 x = 20 Egyptian False Position: Solution: Try x = 4. x+x/4 = 4+4/4 = 5 We need the number 25, which is 5 times as big, so x must be 5 times its trial number.  (i.e. 4*5=20) Check: If x = 20, x+x/4 = 20+20/4 = 20+5 = 25