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Posted on April 12th, 2014, by

Outline

1 Mathematical thinking among Sub-Saharan African people

A The lack of research in the field

B Zaslavsky conducts the in-depth study of the subject

C The author explores diverse mathematical thinking styles and models of Sub-Saharan Africa

2 Methods of counting

A Counting in words in Sub-Saharan Africa

B Counting in gestures in Sub-Saharan Africa

C Underdeveloped written counting in Sub-Saharan Africa

3 Measurement of quantities in Sub-Saharan Africa

A Measuring time in Sub-Saharan Africa

B Measuring distance in Sub-Saharan Africa

C Measuring weight in Sub-Saharan Africa

4 Mathematics and financial issues in Sub-Saharan Africa

A Manipulating money in Sub-Saharan Africa

B Keeping accounts in Sub-Saharan Africa

5 Number systems in Sub-Saharan Africa

6 Mathematics and mathematical skills in non-mathematical fields in Sub-Saharan Africa

A Mathematic patterns in music in Sub-Saharan Africa

B Mathematic patterns in poetry in Sub-Saharan Africa

C Mathematic patterns in art in Sub-Saharan Africa

D Mathematic patterns in architecture in Sub-Saharan Africa

E Mathematic patterns in games

7 Mathematics and mythology and rites in Sub-Saharan Africa

A Mathematics and number magic in Sub-Saharan Africa

B Mathematics and taboos in Sub-Saharan Africa

8 Zaslavsky’s study of mathematics in Sub-Saharan Africa and multiculturalism

A Contemporary multicultural classrooms

B Insights toward understanding cultural diversity and its impact on mathematics through the study of mathematics in Sub-Saharan Africa

9 The revelation of the diversity and depth of mathematic in Sub-Saharan Africa by Zaslavsky

10 Conclusion: the contribution of the author to better understanding of mathematics in Sub-Saharan Africa and cultural specificities of studying mathematics in Sub-Saharan Africa

 

 

 

 

 

 

 

Africa Counts: Numbers and Pattern in African Culture

Africa was traditionally viewed as an under-developed region, where people had vague idea of science and such subjects as mathematics were hardly familiar for the population of Africa. In this regard, Sub-Saharan Africa was considered probably the least developed in scientific terms part of Africa. However, the study conducted by Claudia Zaslavsky and depicted in her book Africa Counts: Numbers and Patterns in African Culture reveals the fact that such a view on Africa is highly superficial, while, in actuality, Sub-Saharan Africa has diverse mathematic thinking that is deeply-rooted in the consciousness of the local population.

1 Mathematical thinking among Sub-Saharan African people

The lack of research concerning mathematical thinking among Sub-Saharan African people contributed to the rise of stereotypes and prejudices against mathematical thinking of the population of Africa (Gerdes, 2008). The remoteness of Sub-Saharan Africa and the little attention of researchers to this region led to the under-estimation of mathematical thinking of the local population.

In this regard, Zaslavsky attempted to close the gap in researches and conducted the in-depth study of mathematical thinking and mathematics at large in Sub-Saharan Africa. The author focused on the study of diverse mathematical thinking of the population of Sub-Saharan Africa and diverse applications of mathematics and mathematical skills in the region.

The author explored diverse mathematical thinking styles and models of Sub-Saharan Africa and revealed the fact that Sub-Saharan Africa is a mathematically region. The diversity of mathematical thinking style derived from the ethnic diversity of Sub-Saharan Africa. The author points out that each community develops in a relative isolation from others that contributed to the development of unique and very specific concept of mathematics and mathematical thinking.

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