Book contents
- Frontmatter
- Preface
- Introduction
- Contents
- Learning from the Medieval Master Masons: A Geometric Journey through the Labyrinth
- Dem Bones Ain't Dead: Napier's Bones in the Classroom
- The Towers of Hanoi
- Rectangular Protractors and the Mathematics Classroom
- Was Pythagoras Chinese?
- Geometric String Models of Descriptive Geometry
- The French Curve
- Area Without Integration: Make Your Own Planimeter
- Historical Mechanisms for Drawing Curves
- Learning from the Roman Land Surveyors: A Mathematical Field Exercise
- Equating the Sun: Geometry, Models, and Practical Computing in Greek Astronomy
- Sundials: An Introduction to Their History, Design, and Construction
- Why is a Square Square and a Cube Cubical?
- The Cycloid Pendulum Clock of Christiaan Huygens
- Build a Brachistochrone and Captivate Your Class
- Exhibiting Mathematical Objects: Making Sense of your Department's Material Culture
- About the Authors
Was Pythagoras Chinese?
- Frontmatter
- Preface
- Introduction
- Contents
- Learning from the Medieval Master Masons: A Geometric Journey through the Labyrinth
- Dem Bones Ain't Dead: Napier's Bones in the Classroom
- The Towers of Hanoi
- Rectangular Protractors and the Mathematics Classroom
- Was Pythagoras Chinese?
- Geometric String Models of Descriptive Geometry
- The French Curve
- Area Without Integration: Make Your Own Planimeter
- Historical Mechanisms for Drawing Curves
- Learning from the Roman Land Surveyors: A Mathematical Field Exercise
- Equating the Sun: Geometry, Models, and Practical Computing in Greek Astronomy
- Sundials: An Introduction to Their History, Design, and Construction
- Why is a Square Square and a Cube Cubical?
- The Cycloid Pendulum Clock of Christiaan Huygens
- Build a Brachistochrone and Captivate Your Class
- Exhibiting Mathematical Objects: Making Sense of your Department's Material Culture
- About the Authors
Summary
Introduction
This article presents two self-contained proofs of the Pythagorean Theorem that are strictly geometric, involving neither measurements nor numbers. The first might have been discovered by Pythagoras in the sixth century bc. The second is due to Liu Hui from about 300 ad. The two proofs show how mathematicians in two ancient civilizations—one in the West (ancient Greece) and the other in the East (ancient China)—deduced a result about right triangles from strictly geometric arguments. We also briefly contrast the geometric approaches with an arithmetic method employed by mathematicians from a third great ancient civilization—the Babylonians. The question posed in the title of this article is borrowed freely from a book by Frank J. Swetz and T. I. Kao [7]. Our purpose here is to show how the radically different civilizations in China and Greece regarded right triangles in a remarkably similar way.
The material in this article is appropriate for students taking geometry for the first time in high school (or perhaps earlier); we provide suggestions for using cut-outs to help visualize the process. The only notion that is assumed is the concept of congruence, yet even here it is used in the intuitive sense of placing one figure precisely on top of another. The greatest benefit for beginning students might be an understanding of the nature of mathematical proof, because the historical approach adopted here illustrates a type of intuitive argument (based on obvious properties of figures) that preceded formal chains of reasoning that characterize deduction.
- Type
- Chapter
- Information
- Hands on HistoryA Resource for Teaching Mathematics, pp. 41 - 48Publisher: Mathematical Association of AmericaPrint publication year: 2007