After reading Barnard's study, I have 2 questions that follow this findings on mathematics in Ancient Egypt:
1) What tools or method was used to conduct this survey?
Students would be encouraged to investigate the historical development of mathematical methods asking questions and acknowledgement on new knowledge. Based on the year of creation, I am intrigued to see what methodologies were used. In data analytics, the use of Python and C# are used as aids to complete mathematical analysis and reporting. What tools were used? By showcasing the useful applications that involve geometry, it helps people understand how previous generations solved problems. This might spark a geometry conversation in a math lesson while displaying the similarities between the many tools that could be used.
2) What role did mathematics play in the surveying methods of Ancient Egyptians?
This may be connected to math education classes learning about the origins of mathematics, where students can investigate how other cultures have contributed to their individual understanding.
One thing that surprised me is the ability to produce accurate measures with basic instruments, like ropes and the "merkhet". This show that even complicated outcomes may be achieved. This puts doubt on the idea that advanced equipment and technologies are required for precise surveying and emphasizes the value of creativity in problem-solving. This notion relates to Lockhart's theory on artistic expression, where students use creative attributes to solve concepts within the math curriculum.
Thank you for sharing, Brandon! It is indeed fascinating how accurate these measurements were in ancient Egypt, and it's great that you're making connections to the Lockhart reading. It's also interesting that you're bringing up programming as a research tool. Computing certainly plays a much bigger role nowadays in mathematical analysis and reporting.
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