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Journal articles on the topic 'Egyptian Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2024

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1

Edwards, Thomas G. "Using Ancient Egyptian Fractions to Review Fraction Concepts." Mathematics Teaching in the Middle School 10, no. 5 (January 2005): 226–29. http://dx.doi.org/10.5951/mtms.10.5.0226.

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Much of What We Know Today About the mathematics of ancient Egypt is contained in a papyrus scroll that was copied from an earlier scroll by the scribe Ahmes in about 1650 BME (before the modern era) (Boyer 1968). A fascinating feature of ancient Egyptian mathematics is its treatment of common fractions. In most cases, the Egyptians used only unit fractions, that is, fractions with numerators of 1. The one common exception is 2/3, and they would occasionally use fractions of the form n/(n + 1). However, both forms are complements of unit fractions.

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2

Zaslavsky, Claudia. "The Influence of Ancient Egypt on Greek and Other Numeration Systems." Mathematics Teaching in the Middle School 9, no. 3 (November 2003): 174–78. http://dx.doi.org/10.5951/mtms.9.3.0174.

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You may have learned how the ancient Egyptians wrote numbers. For example, for the number 600, you would write a symbol for a scroll six times. Actually, ancient Egypt had two main systems of writing: hieroglyphic and hieratic. Hieroglyphics, dating back over 5,000 years, were used mainly for inscriptions on stone walls and monuments. Hieratic writing was a cursive script suitable for writing on papyrus, the Egyptian form of paper. Much of our knowledge of ancient Egyptian mathematics comes from a papyrus written by the scribe Ahmose around 1650 B.C.E. Although he wrote in hieratic script, recent historians transcribed this document and others into hieroglyphics, giving readers the impression that all Egyptian writing was in hieroglyphics, the system that you may have learned.

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3

Spalinger, Anthony, and Marshall Clagett. "Ancient Egyptian Science: A Source Book, Vol. 3: Ancient Egyptian Mathematics." Journal of the American Oriental Society 121, no. 1 (January 2001): 133. http://dx.doi.org/10.2307/606755.

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4

Howard, Christopher A. "Mathematics Problems from Ancient Egyptian Papyri." Mathematics Teacher 103, no. 5 (December 2009): 332–39. http://dx.doi.org/10.5951/mt.103.5.0332.

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Howard, Christopher A. "Mathematics Problems from Ancient Egyptian Papyri." Mathematics Teacher 103, no. 5 (December 2009): 332–39. http://dx.doi.org/10.5951/mt.103.5.0332.

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6

Lumpkin, Beatrice. "Mathematics used in egyptian construction and bookkeeping." Mathematical Intelligencer 24, no. 2 (March 2002): 20–25. http://dx.doi.org/10.1007/bf03024613.

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Depuydt, Leo. "Unexpected links between Egyptian and Babylonian mathematics." Mathematical Intelligencer 30, no. 3 (June 2008): 72–74. http://dx.doi.org/10.1007/bf02985385.

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8

Vose, Michael D. "Egyptian Fractions." Bulletin of the London Mathematical Society 17, no. 1 (January 1985): 21–24. http://dx.doi.org/10.1112/blms/17.1.21.

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9

Depuydt, Leo. "Ancient Egyptian Science: A Source Book. Vol. 3. Ancient Egyptian Mathematics. M. Clagett." Journal of Near Eastern Studies 61, no. 4 (October 2002): 290–91. http://dx.doi.org/10.1086/469051.

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10

Allen, James P. "Ancient Egyptian Science: A Source Book. Volume 3: Ancient Egyptian Mathematics. Marshall Clagett." Isis 92, no. 1 (March 2001): 151–52. http://dx.doi.org/10.1086/385072.

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11

Martin, Greg. "Dense Egyptian fractions." Transactions of the American Mathematical Society 351, no. 9 (March 22, 1999): 3641–57. http://dx.doi.org/10.1090/s0002-9947-99-02327-2.

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12

Fitriani, Fitriani, and Anggita Nabila. "Historitas Agama Mesir Kuno Dalam Perspektif A-Qur’an." Jurnal Dirosah Islamiyah 5, no. 3 (April 14, 2023): 629–41. http://dx.doi.org/10.47467/jdi.v5i3.3295.

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Ancient Egyptian civilization is very often talked about. This is not surprising given the great legacy of the ancient Egyptian leaders. What is taken for discussion is the belief system of the ancient Egyptian people. There are so many things related to Egypt in terms of their civilization which can be said to be very large and extraordinary at that time. The relics that are considered the most historic are the Pyramids which were built using very heavy stone. Then, another thing that was discussed was about the belief of the Egyptian people in the existence of many gods and recognizing and respecting the sanctity of certain animals. In this paper, using a qualitative approach to the method of literature study, through exploration of various data such as books, journals and others. The result of this study is to find that ancient Egyptian folk beliefs were more focused on the number of gods and considered that Pharaoh was the representative of the gods and as a means of intermediary between the people and the gods. Pharaohs who are believed to have sacred powers to intercede for their people with the goddess in the field of knowledge, the ancient Egyptians focused on mathematics and astronomy, they also used the calendar to calculate planting time, the language used comes from the ancient Greek language contained in the covenant called stone. the ancient rosetta hunting system, still uses the hunting system, still uses weapons such as spears and arrows and farms on the banks of the nile because apart from that the area is dry because of the desert, social life is divided into 3 castes, namely upper caste, middle caste and lower caste. Keywords: Ancient Egypt, civilization, religion, history.

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13

Straffin, Philip D., and Annette Imhausen. "Ancient Egyptian Mathematics: New Perspectives on Old Sources." College Mathematics Journal 37, no. 5 (November 1, 2006): 398. http://dx.doi.org/10.2307/27646394.

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14

Mackenzie, D. "MATHEMATICS: Fractions to Make an Egyptian Scribe Blanch." Science 278, no. 5336 (October 10, 1997): 224. http://dx.doi.org/10.1126/science.278.5336.224.

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15

Imhausen, Annette. "Ancient Egyptian mathematics: New perspectives on old sources." Mathematical Intelligencer 28, no. 1 (December 2006): 19–27. http://dx.doi.org/10.1007/bf02986998.

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16

Mohamed, Rasha H., Ibrahim A. Khalil, and Bakri M. Awaji. "Mathematics teachers’ awareness of effective teaching practices: A comparative study." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 2 (February 14, 2023): em2230. http://dx.doi.org/10.29333/ejmste/12962.

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This study aimed to explore mathematics teachers’ awareness of effective teaching practices issued by the United States National Council of Teachers of Mathematics (NCTM, 2014a) in the Kingdom of Saudi Arabia and the Arab Republic of Egypt and to compare the results using the comparative descriptive method. The Saudi sample comprised 651 teachers, and the Egyptian sample included 620 teachers. Data were collected through an awareness scale of eight dimensions of effective teaching practices. The study found that mathematics teachers in the Kingdom of Saudi Arabia and the Arab Republic of Egypt had high awareness of effective teaching practices. In addition, no differences were found in Saudi teachers’ awareness of potentially differentiating variables. However, there were differences attributable to the gender variable in favor of the female group. For Egyptian teachers, the results showed no statistically significant differences in awareness levels concerning gender and school stage. However, those with higher qualifications (master’s and doctoral degrees) showed significantly higher awareness than those with an average teaching experience of five-nine years. We identified areas to support high-quality mathematics teaching and learning for future professional development by highlighting and examining mathematics teachers’ awareness of effective practices. These findings have important implications for mathematics instruction specialists, coaches, and stakeholders in both countries.

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17

Milka, Anatoliy D. "Unidentified Egyptian geometry." European Journal of Combinatorics 31, no. 4 (May 2010): 1065–71. http://dx.doi.org/10.1016/j.ejc.2009.11.018.

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18

Gee, John. "Two Notes on Egyptian Script." Journal of Book of Mormon Studies (1992-2007) 5, no. 1 (April 1, 1996): 162–76. http://dx.doi.org/10.2307/44747537.

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19

Alejandra Sorto, M. "Mathematical Explorations: Exploring the Volume of Mayan and Egyptian Pyramids." Mathematics Teaching in the Middle School 15, no. 5 (December 2009): 294–300. http://dx.doi.org/10.5951/mtms.15.5.0294.

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20

Edwards, Thomas G. "Using the Ancient Method of False Position to Find Solutions." Mathematics Teaching in the Middle School 14, no. 4 (November 2008): 252–54. http://dx.doi.org/10.5951/mtms.14.4.0252.

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During my twenty-four years as a middle school and high school teacher, I observed that students were often fascinated by vignettes from the history of mathematics. When the vignette had an ancient Egyptian setting, that background added a certain mystique.

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21

S. Mahmoud, Safaa. "A Suggested E-Tutor Model as Dynamic Intelligent Tutoring System For Mathematics in Egyptian Language Schools." International Journal of Engineering and Technology 1, no. 4 (2009): 354–66. http://dx.doi.org/10.7763/ijet.2009.v1.69.

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22

Brasili, Simone. "In conversation with Eugen Jost – art, mathematics and symmetry." Symmetry: Culture and Science 35, no. 2 (2024): 221–23. http://dx.doi.org/10.26830/symmetry_2024_2_221.

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In this short conversation, Eugen Jost, a well-known Swiss artist whose work is strongly influenced by mathematics, discusses the role of symmetry in his art. The dialogue sheds light on how symmetry naturally emerges in his artistic expressions through an intricate process of balance and harmony. The interview reveals his relationship between mathematics and art, helping us understand the multifaceted nature of their intricate connection with symmetry expressed in the works as in the Egyptian Triangle: a fascinating testament to the profound interplay between the order and rigor of mathematics and the boundless creativity of art, resulting in stunning works that evoke a sense of wonder and awe.

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23

De Young, Gregg. "Diagrams in ancient Egyptian geometry." Historia Mathematica 36, no. 4 (November 2009): 321–73. http://dx.doi.org/10.1016/j.hm.2009.02.004.

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24

Ahmed,, Malak, Pat Northway, Charles Brennan, and Victor Kuri. "MICROBIOLOGY OF KISHK : TRADITIONALLY FERMENTED EGYPTIAN FOOD,." Journal of Food and Dairy Sciences 28, no. 8 (August 1, 2003): 6231–35. http://dx.doi.org/10.21608/jfds.2003.245080.

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25

Janthawee, Mayurachat, and Narakorn R. Kanasri. "On the SEL Egyptian fraction expansion for real numbers." AIMS Mathematics 7, no. 8 (2022): 15094–106. http://dx.doi.org/10.3934/math.2022827.

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<abstract><p>In the authors' earlier work, the SEL Egyptian fraction expansion for any real number was constructed and characterizations of rational numbers by using such expansion were established. These results yield a generalized version of the results for the Fibonacci-Sylvester and the Engel series expansions. Under a certain condition, one of such characterizations also states that the SEL Egyptian fraction expansion is finite if and only if it represents a rational number. In this paper, we obtain an upper bound for the length of the SEL Egyptian fraction expansion for rational numbers, and the exact length of this expansion for a certain class of rational numbers is verified. Using such expansion, not only is a large class of transcendental numbers constructed, but also an explicit bijection between the set of positive real numbers and the set of sequences of nonnegative integers is established.</p></abstract>

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26

Reimer (book author), David, and Corinna Rossi (review author). "Count Like an Egyptian: A Hands-On Introduction to Ancient Mathematics." Aestimatio: Critical Reviews in the History of Science 11 (February 22, 2016): 243–47. http://dx.doi.org/10.33137/aestimatio.v11i0.26426.

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27

Depuydt (book author), Leo, and Micah T. Ross (review author). "The Other Mathematics: Language and Logic in Egyptian and in General." Aestimatio: Critical Reviews in the History of Science 6 (December 21, 2015): 176–79. http://dx.doi.org/10.33137/aestimatio.v6i0.25907.

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28

Stakhov, Alexey. "The golden section, secrets of the Egyptian civilization and harmony mathematics." Chaos, Solitons & Fractals 30, no. 2 (October 2006): 490–505. http://dx.doi.org/10.1016/j.chaos.2005.11.022.

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29

Carroll, Teena. "Count Like an Egyptian: A Hands-on Introduction to Ancient Mathematics." Math Horizons 23, no. 1 (September 2015): 17. http://dx.doi.org/10.4169/mathhorizons.23.1.17.

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30

Rezk, Mohamed Ramadan A., Breyhan Shafai, Leonardo Piccinetti, Nahed M. Salem, Shaimaa ElBanna, Amr Radwan, and Mahmoud M. Sakr. "Women in science, technology, engineering, and mathematics (STEM) 'Egyptian case study'." Insights into Regional Development 4, no. 4 (December 30, 2022): 52–62. http://dx.doi.org/10.9770/ird.2022.4.4(4).

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31

Mersin, Nazan, Mehmet Akif Karabörk, and Soner Durmuş. "Awareness of Preservice Mathematics Teachers about Prehistoric and Ancient Number Systems." Malikussaleh Journal of Mathematics Learning (MJML) 3, no. 2 (October 30, 2020): 57. http://dx.doi.org/10.29103/mjml.v3i2.2904.

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This study seeks to analyse the awareness of the pre-service teachers on the counting methods, systems and tools used in the prehistoric method and the Ancient period and to examine the distribution of this awareness by gender. A total of 42 sophomore-level students studying at a university in the Western Black Sea region, Turkey, participated in this exploratory case study. The data were obtained through a form consisting of 6 questions, one of which is open-ended, after the 14-week course of history of mathematics. The data collection tool included questions on the counting methods used in the pre-historic period and the Ancient Egyptian, Ancient Roman, Babylonian, Ancient Greek and Mayan number systems. The data were analysed through descriptive analysis and content analysis. The findings indicated that the pre-service teachers most reported the methods of tallying, tying a knot, token, circular disc. Also, the question on the Ancient Egyptian number system was answered correctly by all pre-service teachers, the lowest performance was observed in the question on the Mayan number system. Analysis of the answers by gender revealed that the male pre-service teachers were more likely to give false answers compared to the female pre-service teachers.

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32

Juquiana, Steffan-Mae, John Carlo Padua, Herminia Ilao, Joan Simangan, and Levi Esteban Elipane. "Teaching of Angle of Elevation by Integrating Angle Measurement in Ancient Egyptian Mathematics." International Journal of Engineering & Technology 7, no. 4.1 (September 12, 2018): 76. http://dx.doi.org/10.14419/ijet.v7i4.1.28229.

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The aim of this study is to stimulate reflections and determine the effects of teaching mathematics by integrating its history through Lesson Study. Lesson Study was utilized as a process to delve into the possible outcomes of incorporating history of mathematics in teaching angle of elevation to 15 freshmen college students taking BS Air Transportation. The researchers followed the three steps in conducting a Lesson Study; planning, implementing, and conducting the post-lesson discussion. The implementation of the lesson and the post-lesson discussion were video and audio recorded which later on transcribed. Three issues in attaining the objectives of the lesson were identified: (1) Being Able to Set-up the Condition and Being Clear with the Instructions (2) Being Realistic with Examples, and (3) Importance of Processing Methodologies, which greatly play an important share on maximizing the learning process and students’ success. Furthermore, feedbacks from the observers and students suggests that using history of mathematics enhanced students’ curiosity about the significance of the lesson in real life. This study may contribute to the advancements of innovative teaching strategies to the rest of educators and researchers.

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33

Bondarenko, Nataliia. "From Chariot Warfare to Naval Conquests: Military Scenes on the Walls of New Kingdom Temples and Tombs." Ethnic History of European Nations, no. 70 (2023): 79–85. http://dx.doi.org/10.17721/2518-1270.2023.70.09.

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This article examines the military scenes depicted on the walls of New Kingdom temples and tombs, specifically those belonging to the pharaohs Thutmose III, female pharaoh Hatshepsut, Tutankhamun, Ramses III, and Seti I. The author examines the artistic features, composition, and symbolism of these images, as well as their historical and political significance. Through an analysis of these military scenes, the article seeks to shed light on the political, social, and religious functions of the pharaohs’ military campaigns, as well as their impact on ancient Egyptian society. These scenes often depict military campaigns, battles, and triumphs, as well as offerings made to the gods in gratitude for victory. Some scenes depicted the pharaoh defeating foreign enemies in order to protect Egypt and maintain Ma’at, the ancient Egyptian concept of order and balance in the universe. One example of such scenes can be found in the Temple of Karnak, which features a relief showing King Seti I leading a procession of soldiers in tribute to the gods. Another example is the depiction of the Battle of Kadesh, fought between the Egyptians and the Hittites, which can be seen in the Temple of Abu Simbel. The study draws on a range of primary and secondary sources, including archaeological data, textual evidence, and art historical analysis, to provide a comprehensive examination of these important historical artefacts. Ultimately, the article argues that the military scenes found in New Kingdom temples and tombs offer valuable insights into the ways in which the pharaohs projected their power and authority, and how they sought to legitimize their rule through both military might and religious symbolism. Overall, the military scenes on the walls of temples of the era of the New Kingdom offer a fascinating glimpse into the culture and values of ancient Egypt.

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34

Anne, Premchand. "Egyptian Fractions and the Inheritance Problem." College Mathematics Journal 29, no. 4 (September 1998): 296. http://dx.doi.org/10.2307/2687685.

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35

Anne, Premchand. "Egyptian Fractions and the Inheritance Problem." College Mathematics Journal 29, no. 4 (September 1998): 296–300. http://dx.doi.org/10.1080/07468342.1998.11973958.

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36

Flusser, Peter. "Microcomputer-assisted mathematics: How to Solve the Diophantine Equation x2 + y2 = z3 With Only One Literal Symbol." Mathematics Teacher 78, no. 9 (December 1985): 708–11. http://dx.doi.org/10.5951/mt.78.9.0708.

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Little is known of the life of the great mathematician Diophantus. We know that he lived in Alexandria, Egypt. His name was Greek, he wrote in Greek, and his heritage was mostly Greek, with perhaps some Persian influence. He may have been Egyptian.

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37

Laohakosol, Vichian, Tuangrat Chaichana, Jittinart Rattanamoong, and Narakorn Rompurk Kanasri. "Engel Series and Cohen-Egyptian Fraction Expansions." International Journal of Mathematics and Mathematical Sciences 2009 (2009): 1–15. http://dx.doi.org/10.1155/2009/865705.

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Two kinds of series representations, referred to as the Engel series and the Cohen-Egyptian fraction expansions, of elements in two different fields, namely, the real number and the discrete-valued non-archimedean fields are constructed. Both representations are shown to be identical in all cases except the case of real rational numbers.

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38

Crotti, Beatrice, Maurizio Fuoti, Laura Dotta, Maria Federica Girelli, Antonella Meini, and Raffaele Badolato. "Non tutti gli ascessi sono infetti." Medico e Bambino Pagine elettroniche 27, no. 4 (April 24, 2024): 82–83. http://dx.doi.org/10.53126/mebxxviia82.

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The authors describe the case of a 12-year-old Egyptian girl with a painful, aseptic swelling on the upper right eyelid associated with diarrhoea eventually diagnosed as IBD linked sterile abscess syndrome.

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39

Friberg (book author), Jöran, and Nathan Sidoli (review author). "Unexpected Links between Egyptian and Babylonian Mathematics and Amazing Traces of a Babylonian Origin in Greek Mathematics." Aestimatio: Critical Reviews in the History of Science 5 (December 21, 2015): 142–47. http://dx.doi.org/10.33137/aestimatio.v5i0.25867.

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40

Shutler, Paul M. E. "The problem of the pyramid or Egyptian mathematics from a postmodern perspective." International Journal of Mathematical Education in Science and Technology 40, no. 3 (April 15, 2009): 341–52. http://dx.doi.org/10.1080/00207390802641692.

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41

Kitchen, Richard S., and Joanne Rossi Becker. "Review: Mathematics, Culture, and Power." Journal for Research in Mathematics Education 29, no. 3 (May 1998): 357–63. http://dx.doi.org/10.5951/jresematheduc.29.3.0357.

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Arthur B. Powell and Marilyn Frankenstein's new book, Ethnomathematics: Challenging Eurocentrism in Mathematics Education, illuminates for our consideration a body of very practical mathematical knowledge largely discounted in the traditional mathematical community when compared with the abstract, theoretical mathematical knowledge typically valued highly by mathematicians. Ethnomathematics has caused us to call into question which mathematical knowledge really counts and thus has come to signify more than just “the study of mathematical ideas of nonliterate peoples” (a definition first offered by Marcia and Robert Ascher in the early 1980s in their paper, “Ethnomathematics,” reprinted as chapter 2 of this volume, p. 26). Editors Powell and Frankenstein use, instead, the broader definition of ethnomathematics provided in the book's opening chapter, “Ethnomathematics and Its Place in the History and Pedagogy of Mathematics,” by Ubiratan D'Ambrosio, a Brazilian mathematics educator whom many consider the intellectual progenitor of ethnomathematics. D'Ambrosio defines ethnomathematics as the mathematics that all cultural groups engage in, including “national tribal societies, labor groups, children of a certain age bracket, professional classes, and so on” (p. 16). Each group, including mathematicians, has its own mathematics. From D'Ambrosio's perspective, ethnomathematics exists at the confluence of the history of mathematics and cultural anthropology, overcoming the Egyptian/Greek differentiation between practical and academic mathematics.

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42

El-Moghazy,, Gihan, and S. Hassan. "HEALTH HAZARDS ASSOCIATED WITH RAW MILK IN EGYPTIAN MARKETS." Journal of Food and Dairy Sciences 28, no. 9 (September 1, 2003): 6775–84. http://dx.doi.org/10.21608/jfds.2003.252946.

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43

Hagedorn, Thomas R. "A Proof of a Conjecture on Egyptian Fractions." American Mathematical Monthly 107, no. 1 (January 2000): 62. http://dx.doi.org/10.2307/2589381.

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44

Huang, Jing-Jing, and Robert C. Vaughan. "On the exceptional set for binary Egyptian fractions." Bulletin of the London Mathematical Society 45, no. 4 (April 6, 2013): 861–74. http://dx.doi.org/10.1112/blms/bdt020.

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45

Muhlestein, Kerry, and John Gee. "An Egyptian Context for the Sacrifice of Abraham." Journal of the Book of Mormon and Other Restoration Scripture 20, no. 2 (January 1, 2011): 70–77. http://dx.doi.org/10.5406/jbookmormotheres.20.2.0070.

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46

Hollings, Christopher D., and R. B. Parkinson. "Two letters from Otto Neugebauer to Thomas Eric Peet on ancient Egyptian mathematics." Historia Mathematica 52 (August 2020): 66–98. http://dx.doi.org/10.1016/j.hm.2020.05.001.

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47

Anshel, Michael, and Dorian Goldfeld. "Partitions, Egyptian fractions, and free products of finite abelian groups." Proceedings of the American Mathematical Society 111, no. 4 (April 1, 1991): 889. http://dx.doi.org/10.1090/s0002-9939-1991-1065083-1.

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48

Nogueira, Joaquim, Fátima Rodrigues, and Luís Trabucho. "Some Probability Calculations Concerning the Egyptian Game Senet." College Mathematics Journal 51, no. 4 (August 7, 2020): 271–83. http://dx.doi.org/10.1080/07468342.2020.1776569.

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49

Tvedtnes, John A., and Stephen D. Ricks. "Jewish and Other Semitic Texts Written in Egyptian Characters." Journal of Book of Mormon Studies (1992-2007) 5, no. 2 (October 1, 1996): 156–63. http://dx.doi.org/10.2307/44758796.

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50

Guidi, Tommaso, Lorenzo Python, Matteo Forasassi, Costanza Cucci, Massimiliano Franci, Fabrizio Argenti, and Andrea Barucci. "Egyptian Hieroglyphs Segmentation with Convolutional Neural Networks." Algorithms 16, no. 2 (February 1, 2023): 79. http://dx.doi.org/10.3390/a16020079.

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The objective of this work is to show the application of a Deep Learning algorithm able to operate the segmentation of ancient Egyptian hieroglyphs present in an image, with the ambition to be as versatile as possible despite the variability of the image source. The problem is quite complex, the main obstacles being the considerable amount of different classes of existing hieroglyphs, the differences related to the hand of the scribe as well as the great differences among the various supports, such as papyri, stone or wood, where they are written. Furthermore, as in all archaeological finds, damage to the supports are frequent, with the consequence that hieroglyphs can be partially corrupted. In order to face this challenging problem, we leverage on the well-known Detectron2 platform, developed by the Facebook AI Research Group, focusing on the Mask R-CNN architecture to perform segmentation of image instances. Likewise, for several machine learning studies, one of the hardest challenges is the creation of a suitable dataset. In this paper, we will describe a hieroglyph dataset that has been created for the purpose of segmentation, highlighting its pros and cons, and the impact of different hyperparameters on the final results. Tests on the segmentation of images taken from public databases will also be presented and discussed along with the limitations of our study.

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