중동과 이슬람 세계 수학 문화의 수용 규준 연구

A Study on Canons of Middle East and Islamic Mathematical Culture: Focusing on Theory of Knowledge and International Mindedness of the IB DP Mathematics Curriculum

In this paper, we analyzed how the subject content, theory of knowledge, and international mindedness dealt with in the IB DP mathematics course <Mathematics: analysis and approaches> accept Islamic culture. We claim that IB mathematics (1) minimizes or omits the achievements of Islamic mathematicians, and (2) ignores ancient Egyptian and Old Babylonian mathematics, the roots of modern mathematics. IB Mathematics refers to Chinese, Japanese, Indian, or European mathematicians, ignoring the roles of great mathematicians such as al-Khowarizmi, al-Karaji, Ibn al-Haytham, Omar Khayyam, and al-Kashi. IB mathematics education gives deep mathematical and cultural values to ancient Greece from the point of view of the axial age, and attributes the calculus values of ancient Babylonia and Fatimid Dynasty to Newton and Leibniz in Europe. We discussed how it is desirable to accept Middle East and Islamic mathematical culture from a critical point of view.