The History of Algebra Essay Example

educational narratives for their young males. Essentially, they turned equation problems into teachable stories, a skill passed on to subsequent generations.

Every ten years, the teaching method of the equation alters, however, it continues to be a verbal problem-solving practice. The concept of irrational numbers was not fully acknowledged by the Greeks in the ancient era; instead, they bypassed the issue by developing quantities that represented as a geometrical size. They exploited various algebraic identities to shape the geometrical configuration in algebra. The Greeks had a strong inclination towards reasoning and theoretical concepts, relentlessly grappling with numerous ideas until the Greek mathematician Diophantus (approx. 250 A.D.) made a ground-breaking advancement with his work "Arithmetica". This enabled him to derive two or more equations in several variables that presented an infinite number of rational solutions. He consistently employed reasoning, rationalization, and multiple theories to decipher quadratic equations. His logical approach to algebra contributed to shaping its structure and spurred the Greeks to augment their comprehension and reasoning skills in solving algebraic problems. Several Greek mathematicians adhered to the syncopated style of inscribing equations, though during Diophantus's time, the rhetorical approach to teaching algebra was prevalent.

Dating back to 800 B.C., the Hindus in India have a long history with mathematics, heavily influenced by the algebraic techniques of the Greeks. They were particularly fascinated by both astronomy and astrology, leading to their development of scientific theories based on algebraic equations. In addition, they introduced the concept of negative numbers as a means to denote debts. Furthermore, they utilised zero as a numeral and involved it in numerous calculations. This led to the evolution of a unique symbol system within

Hindu algebra.

They succeeded in establishing proper methods for handling irrational numbers. Further, they conclusively demonstrated that quadratic equations feature two roots, incorporating both negative and irrational roots as solutions. The Hindus employed the domains of astrology and astronomy to guide various aspects of their life, akin to an almanac. The use of algebraic equations, in particular, was integral to their decisions about direction, farming practices, and social interactions.

In the Middle East, the Arabs enhanced the number symbols of the Hindus and utilized similar algebraic reasoning techniques as the Greeks. Even though they dismissed the negative solutions employed by the Hindus, they adopted a strategy to solve quadratic equations by identifying two potential solutions, which could be irrational. The rhetorical algebra of the Middle Arabs mirrored that of the Hindus in that they freely used irrationals. Moreover, they borrowed and further developed the Hindus number symbols and embraced the concept of positional notation.

The Indian-Arabic digits used universally today trace back to the Arabs. They also designed algebraic techniques, such as the use of geometric methods involving intersection of conics to solve cubic equations. In the 16th century, European nations had differing theories regarding algebra. They dismissed the idea of using negative numbers in an algebraic equation. However, many mathematicians swiftly recognised zero as a number but continued to doubt its utility in mathematical equations.

In the 17th century, Europeans made significant contributions to algebra, particularly in symbolic representation in equation math problems, but lacked logical bases for algebra akin to those in geometry. They showed eagerness to further explore the connection between coefficients of an equation and its roots. This marked the transition of algebra from the

syncopated era into an entirely symbolic era.