A matHUMANtical history of mathematics: towards more scientific literacy
Prehistorical Mathematics?
Dating as early as 70,000 years ago, this ochre engraving from Blombos Cave suggests ancient humans may have been thinking about ways to tile the plane. While other interpretations are certainly possible, it looks like an ancient human attempted to fill the space between the upper and lower lines with copies of a single triangle. Below is my version of the engraving. What other tilings are possible? Submit your solutions!
Between the time of that engraving and roughly 6000 BCE, there are too few artifacts to trace any sort of intellectual path from the rudiments we see to the record of mathematical knowledge left by the Babylonians. We are left to forge a path ourselves, from scratching stone to generating triples of whole numbers for the construction of right triangles. It wasn't until my fourth year as a math major, during a math history course, that I learned of the Babylonian knowledge of the theorem attributed to Pythagoras, but at least two millenia before his time. The facts of pre-Hellenic mathematics were never offered up for study by any of my math teachers prior to that. What are the missing links? Submit your findings!
A Brief History of Numbers
“God made natural numbers; all else is the work of man“, said Kronecker. I suppose what he meant is that God had no concern for measuring or accounting for what he created as He has no accountability. Natural numbers are an epiphenomena of that which has been brought into existence. All other mathematics is man's attempt to understand and harness Creation. The natural numbers are the sets upon which numerals and numeration systems have been invented to account for and discuss those sets we find important and interesting. In that sense, we are speaking of the natural numbers as a set of sets. However, we will avoid the tedium of that for now and begin with the Old Babylonian approach.
The ancient peoples of the Fertile Crescent invented the following scheme. For counting, ^ was used for one and > was used for ten, up to fifty-nine distinct digits that were used in a positional system much like the decimal system we use today.
The decimal system is actually just the most commonly used case of a more general numeration system called radix. Less common, but no less important, are binary, octal, and hexadecimal. In fact, the Old Babylonian system is an historically notable example of radix numeration which we now call sexagesimal, for it was the first of its kind on record.
There is an account of the problem of taxing shepherds in medieval England which suggests a binary system of accounting was used by administrators to the king. As the story goes, medieval English shepherds were illiterate and innumerate, and thus were required by the king's accountants to do perform an elaborate process which allowed the accountants to get an accurate count of the sheep they held. The idea was to make successive divisions by two and record the remainders from right to left. This would of course result in series of 1s and 0s. For example, if the shepherd had 123 sheep, the accountant would record the series of equations; 123 = 2 ⋅ 61 + 1, 61 = 2 ⋅ 30 + 1, 30 = 2 ⋅ 15 + 0, 15 = 2 ⋅ 7 + 1, 7 = 2 ⋅ 3 + 1, 3 = 2 ⋅ 1 + 1, and 1 = 2 ⋅ 0 + 1 as 1111011. This is not to be mistaken for the number we call by the decimal name one million, one hundred and eleven thousand, and eleven.
We can also do this in another way. Observe that 26 < 123 < 27. Thus, 123 = 26 + 59. If we repeat this process with each remainder after extracting the largest power of 2, then we see that 123 = 26 + 25 + 24 + 23 + 21 + 20. We can rewrite this as 123 = 1 ⋅ 26 + 1 ⋅ 25 + 1 ⋅ 24 + 1 ⋅ 23 + 0 ⋅ 22 + 1 ⋅ 21 + 1 ⋅ 20 to see the digits in order from left to right. We call 26 + 25 + 24 + 23 + 21 + 20 the 2-adic (binary) representation of the number which we write as 123 in decimal (10-adic) and its radix notation is 11110112.
Radix, which is the string of digits resulting from the b-adic representation of numbers, should be taught to elementary school children. The first reason is that there is no understanding without comparison -- in the current curriculum, only decimal notation is taught; there is nothing to compare it to. The second reason is that it provides a deeper understanding of the concept of number as distinct from name, numeral, and representation. The third reason is that it reveals the nature of binary, octal, and hexadecimal which is important for computer science.
Let's make this more formal. For a given number x, if there are natural numbers b and d0, ... , dn, not all zero, such that x = dnbn + ... + d0b0, then we call the sum a b-adic representation of x.
Now that we have defined a numeration for natural numbers, we can begin to define its arithmetic. We may define the addition of natural numbers a and b as the mapping +: N x N -> N defined by +(x,y) = |X U Y| where |X| = x and |Y| = y. However, this will prove difficult to extend to Q. Thus, we will define addition in the geometric sense of laying magnitudes end to end. More formally, for any natural numbers x and y, we define the mapping +: N x N -> N by +(x,y) or x + y denoting the length of the segment formed by laying x and y copies of a unit length end to end.
Pythagorean Triples
Egyptian ropestretchers knew that tying 13 equally spaced knots in a rope would make a handy device for approximating right angles. By fixing an end knot, stretching out five spaces, bringing the end knots together, then stretching three or four spaces, the ropestretchers got an approximation of a right angle as good as their knot spacing. Find some rope and try this.
On grid paper, if you measure three equal spaces horizontally and four more such spaces vertically from either end of the three, then the segment connecting the loose ends will measure pretty close to five such spaces. We call this a 3-4-5 right triangle. The Babylonians recorded many other triples of numbers that, when taken as the lengths of a triangle, will always form a right angle. Try to discover some of them by yourself.
How the Egyptians and Babylonians discovered such triples is an intriguing question. Consider the ratio of the areas of the two squares below.
We see that the ratio of the areas is 1:2. Thus, the ratio of the sides is 1:1:√2. Is making more right triangles as simple as extending the observation that the sides are in the ratio 1:1:√(1 + 1)? No, because 3:4:√(3 + 4) ≠ 3:4:5. However, if we take the squares of the sides, we see that it works for both: 1:1:(1 + 1) = 1:1:2 and 9:16:(9 + 16) = 9:16:25. Could this be the key? Is every triple of perfect squares associated with a right triangle? Were they using something akin to tangrams to test triples? What was the key observation which led to the generating algorithm?
Most likely, the ancients were finding these triples by trial and error. It certainly explains the interest in gnomons. Finding a Pythagorean triple is the same as finding a perfect square whose gnomon is also a perfect square. However, they did demonstrate an algorithm for generating Pythagorean triples, so they moved beyond trial and error at some point.
- Moscow Mathematical Papyrus (1850 BCE)
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Publication data: Annals of Mathematics, 1955
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