To expand search, see Oceania. Laterally related topics: Indo-Malay Archipelago, The Philippines, New Zealand, The Malekula of Vanuatu, New Guinea, The Hawaiians, New Ireland, The Marshall Islands, Kiribati (The Gilbert Islands), Australia, The New Hebrides, and Polynesia.
The Mathematics and the Liberal Arts pages are intended to be a resource for student research projects and for teachers interested in using the history of mathematics in their courses. Many pages focus on ethnomathematics and in the connections between mathematics and other disciplines. The notes in these pages are intended as much to evoke ideas as to indicate what the books and articles are about. They are not intended as reviews. However, some items have been reviewed in Mathematical Reviews, published by The American Mathematical Society. When the mathematical review (MR) number and reviewer are known to the author of these pages, they are given as part of the bibliographic citation. Subscribing institutions can access the more recent MR reviews online through MathSciNet.
Aveni, A. F. Tropical archeoastronomy. Science 213 (1981), no. 4504, 161--171. (Reviewer: M. P. Closs.) SC: 01A10, MR: 82j:01006.
Cultures in the tropics appear in general to have adopted a horizon and zenith approach to the sky, as opposed to the approach with the celestial pole (now Polaris) and the ecliptic/celestial equator, which is more familiar to most of us. Arorae in the Gilbert Islands (Kiribati) is very close to the equator, and navigators used stars on the horizon instead of compass directions. To them, constellations were also long chains of stars. Apparently, the people of the Caroline Islands also used a kind of star compass. In Polynesia and apparently in much of Oceania, islands were associated with stars that have zenith appearances above them; this is also useful in navigation. The Maori used a similar system. Various cultures in central and south America have been particularly interested in horizon and zenith events. These include the Maya, the Inca, and the Aztec, and are discussed in detail. There was a similar interest in the Chalchihuites culture, apparently influenced by astronomers of the Teotihuacán empire. Less is known about astronomy in Africa, but the Mursi of Ethiopia appear to corroborate the author's thesis, as may the Bambara of Sudan as well. Closely related topics: Astronomy, Kiribati (The Gilbert Islands), The Hawaiians, Navigation, The Maya, The Chalchihuites, The Teotihuacán Empire, The Inca, Java, The Aztec, Oceania, The Mursi of Ethiopia, The Bambara of Sudan, and The Maori.
Katz, Victor J. Essay reviews of Ethnomathematics [Brooks/Cole, Pacific Grove, CA, 1991; MR: 92c:01006] by M. Ascher and The crest of the peacock [Tauris, London, 1991; MR: 92g:01004] by G. G. Joseph. Historia Math. 19 (1992), no. 3, 310--315. SC: 01A07 (00A30), MR: 1 177 496.
Katz reviews and contrasts Marcia Ascher's book Ethnomathematics: A Multicultural View of Mathematical Ideas and George Gheverghese Joseph's book The Crest of the Peacock: Non-European Roots of Mathematics. He finds that both correct serious omissions in the literature (and in particular, in Morris Kline's Mathematical Thought from Ancient to Modern Times). Joseph focuses on the history of mathematics in the large civilizations of ancient Egypt, Babylonia, China, India, and the Islamic World. He wanted to highlight "(1) the global nature of mathematical pursuits of one kind or another; (2) the possibility of independent mathematical development within each cultural tradition; and (3) the crucial importance of diverse transmissions of mathematics across cultures, culminating in the creation of the unified discipline of modern mathematics." Katz seems disappointed only in the third thesis, "because the documentary evidence for transmission of mathematical ideas is lacking." (For example, he notes that "whether Diophantus was directly influenced by the Babylonian tradition is a subject of scholarly debate." Joseph's treatment of Indian mathematics seems to be particularly good "especially since it is difficult to find this material in other sources." The focus of Ascher's book is completely different. She looks at traditional non-literate peoples. As Katz notes, "She has no intention of claiming that the mathematics developed in the cultures she discusses had any influence on developments elsewhere. Her main goal is simply to show that mathematical ideas, even if not developed by those called mathematicians, can be found in many societies if one only knows where to look." Katz reports examples as coming from the Inuit, Navajo, Iroquois, and Incas of the Americas, the Malekula, Warlpiri, Maori and Caroline Islanders of Oceania, and the Tshokwe, Bushoong, and Kpelle of Africa. This very useful review concludes by highly recommending both books. Closely related topics: Ancient Egypt, Sumerians and Babylonians, China, India, The Islamic World, The Inuit, The Navajo, The Iroquois, The Inca, The Malekula of Vanuatu, The Warlpiri, The Maori, TheTshokwe, The Bushoong, and The Kpelle of Guinea.