41. Indian Mathematicians - Linix Encyclopedia From Linix Encyclopedia. Here is a chronology of the main indian mathematicians.Table of contents Mathematicians born in India http://web.linix.ca/pedia/index.php/Indian_mathematicians

Indian mathematicians Here is a chronology of the main Indian mathematicians: Table of contents showTocToggle("show","hide") 1 BCE 2 0-1000 CE 4 Born in 1800s 5 Born in 1900s ... edit BCE Yajnavalkya , 1800 BC, the author of the altar mathematics of the Shatapatha Brahmana Lagadha - Author of a 1350 BC text on Vedic astronomy Baudhayana 800 BC Manava , 750 BC Apastamba , 700 BC Akshapada Gautama , 550 BC, Logician Katyayana 400 BC Panini , 5th century BC Pingala , 5th century BC Bharata Muni , 450 BC edit 0-1000 CE Aryabhata - Astronomer who gave very accurate calculations for constants, 500 AD Varahamihira Bhaskara I , 620 AD Brahmagupta - Helped bring the concept of zero into arithmetic, Virahanka 8th century ) - Gave explicit rules for the Fibonacci series. Shridhara (between ) - Gave a good rule for finding the volume of a sphere. Lalla Govindsvamin 9th century Virasena ... Prithudaka , 9th century Halayudha , 10th century Aryabhata II Vateshvara 10th century edit ... Gopala - Studied Fibonacci numbers before Fibonacci Hemachandra - Also studied Fibonacci numbers before Fibonacci Bhaskara Gangesha Upadhyaya , 13th century, Logician, Mithila school Pakshadhara , sone of Gangehsa, Logician, Mithila school Shankara Mishra , Logician, Mithila school Narayana Pandit Madhava - Considered the father of mathematical analysis Parameshvara Nilakantha Somayaji - Mathematician and Astronomer Mahendra Suri 14th century Shankara Variyar (c.

42. HS2481 Around 600 indian mathematicians dropped the older number systems in favour of indian mathematicians received work of Greek astronomers (eg Hipparchus, http://www.chstm.man.ac.uk/people/agar/hs248_31.htm

course page CHSTM homepage HS2481, Week 3 Slot 1 1) Chinese Mathematics 2) Indian Mathematics Chinese Civilisation Mythical origins c3000 BC But earliest archaeological evidence is 1,600 BC for the Shang Dynasty Zhou Dynasty, c1000BC Period of warring feudal states intellectually fertile, 6th C BC eg Confucius Unification under Emperor Qin Shi Huangchi, 221 BC, followed by Han Dynasty (up to 3rd C AD) highly centralised bureaucracy (entry by exam, not birth) eg standard taxes, law, weights, measures, money, written script Han Mathematical Texts 1) Zhoubi suanjing ("Arithmetical Classic of the Gnomon and the Circular Paths of Heaven") 2) Jiuzhang suanshu ("Nine Chapters on the Mathematical Art") compiled under Han, but parts date to Zhou Dynasty 246 problems on surveying, agriculture, commerce, engineering, taxation, calculation, solutions of equations, right angles sets of specific problems (like Babylonian) rather than logically ordered treatise (like Greeks) compare to guiding philosophy of Confucianism: pragmatic, didactic Number Notation 1) Multiplicative System based on powers of 10 eg 2) Counting Board see handout zero was marked by a gap (until 13th C when "0" was used) Red rods for positive numbers Black rod for negative numbers rods "flying so quickly that the eye could not follow their movement" Later the counting board gave way to the Abacus (14th Century?)

43. Mahavira There were many indian mathematicians before the time of Mahavira but, perhapssurprisingly, their work on mathematics is always contained in texts which http://zyx.org/Mahavira.html

Mahavira Born: about 800 in possibly Mysore, India Died: about 870 in India Mahavira (or Mahaviracharya meaning Mahavira the Teacher) was of the Jaina religion and was familiar with Jaina mathematics. He worked in Mysore in southern Indian where he was a member of a school of mathematics. If he was not born in Mysore then it is very likely that he was born close to this town in the same region of India. We have essentially no other biographical details although we can gain just a little of his personality from the acknowledgement he gives in the introduction to his only known work, see below. However Jain in [10] mentions six other works which he credits to Mahavira and he emphasises the need for further research into identifying the complete list of his works. The only known book by Mahavira is Ganita Sara Samgraha , dated 850 AD, which was designed as an updating of Brahmagupta 's book. Filliozat writes [6]:- This book deals with the teaching of Brahmagupta but contains both simplifications and additional information. ... Although like all Indian versified texts, it is extremely condensed, this work, from a pedagogical point of view, has a significant advantage over earlier texts. It consisted of nine chapters and included all mathematical knowledge of mid-ninth century India. It provides us with the bulk of knowledge which we have of Jaina mathematics and it can be seen as in some sense providing an account of the work of those who developed this mathematics. There were many Indian mathematicians before the time of Mahavira but, perhaps surprisingly, their work on mathematics is always contained in texts which discuss other topics such as astronomy. The

44. THE HISTORY OF ZERO Later indian mathematicians had names for zero in positional numbers yet had nosymbol In three important books the indian mathematicians Brahmagupta, http://zyx.org/Zero.html

A HISTORY OF ZERO The URL of this page is: http://www-history.mcs.st-andrews.ac.uk/HistTopics/Zero.html One of the commonest questions which the readers of this archive ask is: Who discovered zero? Why then have we not written an article on zero as one of the first in the archive? The reason is basically because of the difficulty of answering the question in a satisfactory form. If someone had come up with the concept of zero which everyone then saw as a brilliant innovation to enter mathematics from that time on, the question would have a satisfactory answer even if we did not know which genius invented it. The historical record, however, shows quite a different path towards the concept. Zero makes shadowy appearances only to vanish again almost as if mathematicians were searching for it yet did not recognise its fundamental significance even when they saw it. The first thing to say about zero is that there are two uses of zero which are both extremely important but are somewhat different. One use is as an empty place indicator in our place-value number system. Hence in a number like 2106 the zero is used so that the positions of the 2 and 1 are correct. Clearly 216 means something quite different. The second use of zero is as a number itself in the form we use it as 0. There are also different aspects of zero within these two uses, namely the concept, the notation, and the name. (Our name "zero" derives ultimately from the Arabic sifr which also gives us the word "cipher".)

45. Mersenneforum.org - Maths And Crabs. The same plight applies to most indian mathematicians today. Ok, that s reallyone TLA and represents three indian mathematicians. http://www.mersenneforum.org/showthread.php?t=3098

46. Medieval Mathematics Two Figures From The Later Middle Ages and is one commonly used by indian mathematicians 1, p. with Islamicmathematicians (who were influenced by indian mathematicians) and an interest http://www.math.rutgers.edu/courses/436/Honors02/medieval.html

Medieval Mathematics: Two Figures from the Later Middle Ages Teresa Kuo Demonstratio de algorismo , which details the Arabic number system and its use of integers. Other treatises include the Demonstratio de minutiis, which covered fractions, and the Liber phylotegni de triangulis, wh ich highlighted geometric proofs [4, p. I182]. His work De numeris datis Let the given number be abc and let it be divided into two parts ab and c, and let d be the given product of the parts ab and c. Let the square of ab be e and let four times d be f, and let g be the result of taking f from e. Then g is the square of the difference between ab and c. Let h be the square root of g. Then h is the difference between ab and c. Since h is known, c and ab are determined [1, p. 284]. Nemorarius, unlike Euclid however, did not state that the variables were to be regarded as being line segments, but this was inferred. A different medieval mathematician credited with using Hindu-Arabic numerals was Leonardo de Pisa, a contemporary of Ne morarius. Leonardo de Pisa, (ca. 1180-1250), was born in Pisa (now part of Italy) and was the son of Guglielmo Bonaccio (from "Fibonacci", or "son of Bonaccio", is derived). This, and most information concerning the life of Fibonacci comes from an autobiographical passage in the beginning of the one of his works, the Liber Abbaci (a2 + b2)(c2+d2) = (ac + bd)2 + (bc - ad)2 = (ad + bc)2 + (ac - bd)2

47. «?» and concrete contributions made by ancient indian mathematicians in the the achievements of a particular Indian mathematician to claim that he was http://www.ihns.ac.cn/news/2004/040612.htm

48. W. W. Sawyer: Problems In The Teaching Of Mathematics - Indian Maths Society It is a subject which we in Europe owe to indian mathematicians This identitywas used by mathematicians in India to lessen the work of computation. http://www.marco-learningsystems.com/pages/sawyer/indiasoc.html

HomePage Prof W.W.Sawyer PROBLEMS IN THE TEACHING OF MATHEMATICS Lecture given to the Indian Mathematical Society approximately in 1946. W. W. Sawyer, Mathematical Department, College of Technology, Leicester. England Probably there is no subject which offers such possibilities for misunderstanding between teacher and pupil as mathematics does. The teacher stands at the blackboard. It is perfectly clear to him what the symbols mean, and what the conclusion can be drawn from them.. It is completely otherwise with many of the pupils. What the symbols are meant to represent, how the teacher knows what is right and what is wrong, what is the object of the whole business anyway - all this is wrapped in mystery. The great majority of students say to themselves, " We shall never learn this stuff, but we want to get through the exam. We'll have to learn it by heart ." This is not a satisfactory state of affairs. This learning by heart not only imposes a quite unnecessary strain on the student; it is also quite useless. It gives neither an understanding of the subject, nor the power to apply mathematics in ordinary life. The more we can see things from the pupil's point of view, the better teachers we shall be.And the first question in the pupil's mind is, "

49. Namboothiris And The Western Calendar middle ages owe quite a lot to indian mathematicians and their seminal research.We must remember that most westerners and even scholars call the Indian http://www.namboothiri.com/articles/calendar.htm

50. A History Of The Development Of Trigonometry indian mathematicians have outstanding contributions in the development ofmathematics specially trigonometry. Indians had invented the beautiful system of http://www.termpapergenie.com/ahistory.html

A History of the Development of Trigonometry Home About Term Papers Categories FAQs ... Custom Term Papers Can't find your paper Click here to get a custom non-plagiarized term paper from a top research company A History of the Development of Trigonometry The branch of mathematics that is related to the study of the triangle is called Trigonometry. A triangle is a close region that is constructed with the help of three straight lines that finally form its structure. Trigonometry is associated with the study of the relationships that are found between the angles and the sides of the triangle. Trigonometry has got the pride to be one of the most ancient subjects that were extremely famous all over the world and scholars from all over the world studied those ancient subjects. (Brown, 1990) Enter Your Term Paper Topic Here: Search Thousands of Essays @ The EssayArchive!

51. Hindu1 More importantly, indian mathematicians knew algebra at least as early as the Trigonometry too was known to indian mathematicians and astronomers before http://www.geocities.com/avarangal/hindu1.html

forwarded message[ Forwarded to tamil.net by Bala] Date: Wed, 05 Jan 2000 05:41:33 GMT - From: Mo24680@cs.com - Newsgroups: soc.culture.indian, soc.culture.pakistan, - alt.religion.islam, soc.culture.usa Subject: Hindus discovered everything in Mathematics. Ambati M Rao, Jayakrishna Ambati, Balamurali K Ambati, Gomathi S Rao 'In science, more than in any other human institution, it is necessary to search out the past in order to understand the present and to control the future.' J D Bernal, Science in History As we hurtle into a new millennium, we would do well to reflect where all those s came from. The greatness that was Greece and the grandeur that was Rome started their numeral systems at one. The Arabs brought the modern numerals, including zero, to Europe centuries ago. But while , are commonly and mistakenly referred to as the "Arabic" numerals, they actually originated in India, and are but one of many achievements that became treasures lost to the oblivion of history. India is the epitome of diversity in all respects, geographically and culturally. From such diversity has bloomed the myriad blossoms of science and mathematics. Indian science flowered long before the classical age of Europe and flourishes to this day. .

52. Indic Mathematics Probably the most celebrated indian mathematicians belonging to this period This is by no means a complete list of influential indian mathematicians or http://www.infinityfoundation.com/mandala/i_es/i_es_grayd_math.htm

Indic Mathematics: India and the Scientific Revolution by David Gray, PhD 1. Math and Ethnocentrism The study of mathematics in the West has long been characterized by a certain ethnocentric bias, a bias which most often manifests not in explicit racism, but in a tendency toward undermining or eliding the real contributions made by non-Western civilizations. The debt owed by the West to other civilizations, and to India in particular, go back to the earliest epoch of the "Western" scientific tradition, the age of the classical Greeks, and continued up until the dawn of the modern era, the renaissance, when Europe was awakening from its dark ages. This awakening was in part made possible by the rediscovery of mathematics and other sciences and technologies through the medium of the Arabs, who transmitted to Europe both their own lost heritage as well as the advanced mathematical traditions formulated in India. George Ghevarughese Joseph, in an important article entitled "Foundations of Eurocentrism in Mathematics," argued that "the standard treatment of the history of non-European mathematics is a product of historiographical bias (conscious or otherwise) in the selection and interpretation of facts, which, as a consequence, results in ignoring, devaluing or distorting contributions arising outside European mathematical traditions." (1987:14) Due to the legacy of colonialism, the exploitation of which was ideologically justified through a doctrine of racial superiority, the contributions of non-European civilizations were often ignored, or, as Joseph argued, even distorted, in that they were often misattributed as European, i.e. Greek, contributions, and when their contributions were so great as to resist such treatment, they were typically devalued, considered inferior or irrelevant to Western mathematical traditions.

53. Applications Of Integration For example, Bhaskara II, a well known Indian mathematician of middle ages Work of many indian mathematicians of middle ages was translated in the Arab http://www.mathwright.com/book_pgs/book680.html

Microworld: Applications of Integration Click the Hyperlink above to visit the Microworld. Author Ravinder Kumar This 9-page microworld explores arc length of a curve, area under a curve, and surface area and volume of revolution. For simplicity we explore only those surfaces of revolution that can be obtained by revolving a curve about x-axis. Arc length, area, surface area, and volume can be found by dividing the arc, region, or solid into tiny portions in Riemannian spirit. You will be living in Riemannian spirit as you conduct explorations on the following interactive pages. The theory will be briefly explained on the help pages that can be viewed by pressing the button “math for this page”. Often an example or two may be used to explain the theory. When a page of the microworld contains a button named “instructions”, you can press it to view instructions for using the interactivity of the page in order to make explorations. Seeds for the ideas of integration that lead up to finding area and volume were sown much earlier than the advent of calculus.

54. Teachers And Parents - Other Topics Thus the works of this Indian mathematician astronomer were made known But even in the area of Geometry, indian mathematicians had their contribution. http://www.balagokulam.org/teach/other/math.php

Teachers and Parents - Other Topics Festivals Biographies Hindu Dharma Other Topics ... Skits Hindus Contribution to the world of Mathematics Source: http://hindubooks.org/sudheer_birodkar/india_contribution/maths.html "India was the motherland of our race and Sanskrit the mother of Europe's languages. India was the mother of our philosophy, of much of our mathematics, of the ideals embodied in Christianity... of self-government and democracy. In many ways, Mother India is the mother of us all." - Will Durant, American Historian 1885-1981 Mathematics represents a high level of abstraction attained by the human mind. In Bharat, mathematics has its roots in Vedic literature which is more than 4000 years old. Between 1000 B.C. and 1000 A.D. various treatises on mathematics were authored by Indian mathematicians in which were set forth for the first time, the concept of zero, the techniques of algebra and algorithm, square root and cube root. As in the applied sciences like production technology, architecture and ship building, Indians in ancient times also made advances in abstract sciences like Mathematics and Astronomy. It has now been generally accepted that the technique of algebra and the concept of zero originated in India.

55. The Trinidad Guardian -Online Edition Ver 2.0 Many ancient indian mathematicians whose work historians have dated in theChristian era, That the great indian mathematicians predated the Greeks. http://www.guardian.co.tt/archives/2004-05-19/letters.html

Wednesday 19th May, 2004 Letters Home News Business Sports ... Privacy Policy Observations on road problems Letter to the chief traffic engineer, Ministry of Works and Transport: Having lived in the West for several years, it is very difficult to have to spend the better part of each morning and afternoon queuing on highways that facilitate one-way traffic. It is my humble opinion that if errant drivers are pulled out of the line and some measure of courtesy and common sense prevails, the journeys in and out, to and from our homes and places of work would be more meaningful and less productive time would be lost on a daily basis. These have been my observations: Drivers changing lanes if they perceive that the other lane is moving ahead faster. Drivers cutting in on other lanes to make a left or right turn. All drivers should align themselves in the direction that they are travelling.

56. Welcome To Little India They could point to indian mathematicians as being the first to invent the concept of They could claim that indian mathematicians were familiar with http://www.littleindia.com/archive/Oct98/science.htm

Science, History and Hindutva By Shishir Thadani Unless we embrace all that is inspiring in our, an Agni missile being taken to its launch site on a bullock cart will remain the most descriptive metaphor for modern India. In a nation where at least a third of the population lives in dire poverty and another sixth lives precariously close to its edges, one would think that the most important ideological debate in the country would concern the economic upliftment of the masses. But instead the debate that subsumes all is whether India should remain secular, and in what form. Hindutva History Not unlike India's ancient past, when advocates of Vedic idealism spewed venom at ancient India's rationalists and non-believers, the intellectuals of the Hindutvadi right rail against India's secular historians and social scientists. They attack secular scholars for "sanitizing" the Islamic record in India and ignoring the "glorious" history of Hinduism in India. They charge the left and liberal intellectual establishment with ignoring the destruction of temples, covering up evidence of forced conversions, and assert that the Islamic period was one of precipitous decline - a long night of untold horrors that must be violently erased from the nation's consciousness. In their contorted logic, the Hindutvadis take several cues from hard-core Islamists across the border. While such Islamists even revere invaders (like Ghauri and Ghaznavi) who terrorized, plundered, pillaged and then left (because they were Muslims and their terror was directed against what was then a "Hindu" land), the Hindutvadis hold all Muslims on trial as foreign invaders, requiring that either they convert to Hinduism, or indefinitely atone for their "sins" of being Muslim.

57. ISHM | Ganita Bharati | Contents Some Works of indian mathematicians Who Wrote in Persian 69. RC GUPTA IndianMathematicians abroad up to the 10th Century 10-16. SARDHA SRINIVASAN http://www.indianshm.com/ganitabharati/toc/show.php?id=000056

58. Math And Science According to the author, it was indian mathematicians, not Arab, who made thecontributions to advanced mathematics with algebra and trigonometry. http://www.sfusd.k12.ca.us/schwww/sch618/India/Math_and_Science.html

Mathematics and Science in Ancient India India's Contribution to Mathematics (Algebra, Algorithm, Geometry, Trigonometry) Science - Physics Kanada - 6th Century B.C. Atomic Theory of Matter - These Sutras were a of science and philosophy. Their subject was the atomic theory of matter. On reading these Sutras we find that Kanada's atomic theory was far more advanced than formulated later by the Greek philosophers, Democritus and Leucippus. Since ancient times Indian philosophers believed that except Akash (ether), all other elements were physically palpable and hence comprised miniscule particles of matter. The last miniscule particle of matter which could not be subdivided further was termed Parmanu. The word Parmanu is a combination of Param, meaning beyond, and any meaning atom. Thus the term Parmanu is suggestive of the possibility that, at least at an abstract level Indian philosophers in ancient times had conceived the possibility of splitting an atom which, as we know today, is the source of atomic energy. This Indian concept of the atom was developed independently and prior to the development of the idea in the Greco-Roman world. Chemistry Indian ideas about chemistry grew by experimentation. The areas of application of the principle of chemistry were: the smelting of metals, the distillation of perfumes and fragrant ointments, the making of dyes and pigments, the extraction of sugar, etc.

59. Skeptics SocietyLectures He cites the substantial evidence that indian mathematicians knew this (Teresi does cite, in a note, the great Indian mathematician Nilakantha who http://www.skeptic.com/LevitPost.html

60. Indo-French Cooperation In Mathematics 2 visits of french mathematicians in India; Yannis Manoussakis (july) from 2 three months high level fellowships for indian mathematicians for Goutam http://iml.univ-mrs.fr/infrcoop/agreement.html

Pondicherry Poitiers Paris VI agreement A tripartite cooperation agreement has been signed between the Universities of Pondicherry Poitiers and Paris VI in november 1993. Each year a support from the french Minstry of Foreign Affairs is provided, which enables two french mathematicians to visit Pondicherry University and give lectures there, and two or three indian mathematicians to visit France for one month each. A report on this programm has been written by Professor P. Jothilingam Under this programm Mrs Gayatri came to France to prepare a thesis under the supervision of In the following visits took place: a one month visit from S. A. Katre (Pune University) to Gilles Lachaud a one month visit from H. P. Patil ( Pondicherry University ) to Y. Manoussakis (LRI, Orsay ). a one month visit from Sitaramaiah Varanasi Pondicherry University ) to J.-L. Nicolas (Institut Desargues, Université de Lyon I In the other direction

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