On Thursday, November 23rd, 2023, Pallavan Learning Systems conducted a webinar on the theme Teaching Mathematics with the Help of History. The webinar was a part of the series ‘On a Quest to Learn: A series on the evolving nature of one’s learning journey’. The webinar was geared towards making Mathematics more accessible, understandable, and relatable with the help of History, and to share valuable strategies to make Mathematics come alive in the classroom and beyond. More than 320 participants attended the webinar. The audience had a diverse range of occupations, such as students, teachers, principals, parents, educators, researchers, founders, counselors, professors, doctors, entrepreneurs, special educators, and curriculum developers.
We would like to thank those who have attended the webinar and those who missed it, we hope that you will join us next time. We are delighted to share with you the webinar report and the video. We look forward to hearing your comments and views.
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Summary of the Webinar
Teaching Mathematics with the Help of History
On the 23rd November 2023, Pallavan Learning Systems organised its 12th webinar on the topic ‘Teaching Mathematics with the Help of History’. The webinar was a part of the series ‘On a Quest to Learn: A series on the evolving nature of one’s learning journey’. The webinar was geared towards making Mathematics more accessible, understandable, and relatable with the help of History, and to share valuable strategies to make Mathematics come alive in the classroom and beyond.
Poojan Sahil, from Pallavan Learning Systems, gave the opening remarks. The talk was conducted by Dr Dinesh Singh, a Padmashri Awardee and the former Vice Chancellor of University of Delhi. He was also a member of the Scientific Advisory Committee (2011-18) Union Cabinet, Government of India.
Dr Dinesh Singh commenced by underscoring the prevailing tendency to compartmentalise different subjects, hindering their potential for interaction and mutual engagement. He emphasised the ubiquitous influence of Mathematics on various experiences, urging for a more transdisciplinary approach.
Highlighting the global applicability of his illustrations, Dr Singh delved into the historical context of the Indus Valley civilisation. Noting the methodological precision in their structures and the sophisticated application of Mathematics in architecture, he pointed out the standardised nature of their measurements, weights, and lengths. Despite the vast territorial expanse, a remarkable level of standardisation was evident, accompanied by a script that flowed from right to left.
Transitioning to India's historical awareness of the Pythagorean theorem predating Pythagoras, Dr Singh argued that these theorems emerged from societal needs. Referencing Vedic rituals requiring altars for fire, he demonstrated the intricate collaboration between architecture, design, and Mathematics centuries before the Common Era. The Sulba Sutras, with names of associated mathematicians, emphasised the integration of Mathematics in practical construction, an approach still relevant today.
Dr Singh cited examples such as Baudhayana's visual proof of the Pythagorean theorem in the Sulba Sutra and highlighted the interconnectedness of ideas across cultures, referencing Orphelius, Pythagoras, and Voltaire. Emphasising the importance of providing visual approaches and real-world applications, he underscored the role of stories in making mathematical theorems relatable through historical contexts.
The discussion extended to the significance of approximation, paralleling historical uses of mathematical concepts like parallel lines in calculating the Earth's circumference. Dr. Singh advocated for teaching Mathematics through historical anecdotes, bridging the gap between abstract concepts and real-world applications, citing examples from ancient times to contemporary cryptography.
Dr Singh shared anecdotes from the Greek scholar Eratosthenes, demonstrating the richness of historical examples beyond a singular focus on the Pythagorean theorem. Concluding the talk, he expressed a willingness to continue the discussion, acknowledging the need for a shift in teaching methodologies.
Poojan Sahil then addressed questions from the audience, with Dinesh Singh offering insights on fostering student autonomy, collaboration, and experimentation. Highlighting the use of technology, he mentioned Khan Academy's personalised teaching approach using ChatGPT. This led to a reflection on the evolving role of teachers and the necessity of engaging with parents and policymakers to advocate for a wholistic educational approach beyond exam-centric performance metrics.