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Article ID: CBB767421224

Pourquoi et comment étudier l’histoire de l’enseignement des mathématiques dans les sociétés islamiques entre 750 et 1500 (2019)

Brentjes, Sonja (Author)
Moyon, Marc (Translator)
Lucken, Christopher (Translator)

Moyon, Marc
Lucken, Christopher
Médiévales
Issue: 77
Pages: 11-36
Publication date: 2019
Language: French

URI: https://www.jstor.org/stable/26873674

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Historiography Mathematics education Mathematics Teaching; pedagogy Arab/Islamic world, civilization and culture Medieval

In this paper, I will raise questions about how to tackle the vast number of elementary mathematical texts in Arabic, Persian and Ottoman Turkish, that have been preserved in different kinds of libraries over many centuries and countries. I consider them primarily as witnesses of a widespread educational system that began to include the mathematical sciences from the twelfth century onward and spread into many different regions, even outside the classical Islamic world and beyond the major urban centers. I offer reflections on why these texts have been overlooked by historians of science in Islamic societies for about half a century and how the research aims and methods applied by leading historians have prevented us from studying such a major corpus of texts as well as their institutional context. I continue these historiographical questions with proposals for how to complement the study of the mathematical texts in order to learn how the teaching of mathematical sciences was organized, in a primarily informal context, how teaching canons emerged, and which teaching practices developed in contact with religious disciplines that dominated the educational environment.

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