NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1039967
Record Type: Journal
Publication Date: 2014-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0926-7220
Multiple Paths to Mathematics Practice in Al-Kashi's "Key to Arithmetic"
Taani, Osama
Science & Education, v23 n1 p125-141 Jan 2014
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A