12. Compare the idea of trigonometry of iolemy to that of the Indian matheman Pa
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Question
12. Compare the idea of trigonometry of iolemy to that of the Indian matheman Part 3 1 What was the development of the Hindu-Arabic numerals up to the thirteenth icians century 2. Compare and contrast the number systems of Egyptians and the 3. Compare and contrast the geometry of the Gresks and t he Chinesed How was the formula for the third degree polynoirial developed in renaissance Italy What are Napier bones and how are they u?ed? 6 What are Fibonacci numbers? what was Fermat's Last Theorem and who proved it? ·,LL -d," '%" 8. What is Pascal's triangle? - 9. Solve a depressed cubic. ? solve a general cubic-Explanation / Answer
problem 1:
Other original systems of numeration were being used in the past. In the earlier 13th century, the Archdeacon John of Basingstoke introduced a notation for numbers between 1 and 99 based on a vertical stroke provided with an appendage to the left (representing units) and another to the right (tens). Divers variants of the system turn up in various Cistercian manuscripts, and were used for a variety of purposes, along with Roman and Hindu-Arabic numerals.
In 1533, Agrippa von Nettesheym included a description of a “vertical” variant of the ciphers in his Occult Philosophy.
problem 2:
As will be the case throughout this comparison of the first mathematical cultures, evidence for the invention of numbers and writing is much more plentiful from Mesopotamia than from Egypt Mesopotamia number system is also called as a sexagesimal number systemEgypt and Mesopotamia were the first civilizations to develop mathematical cultures for which we still have written evidence today. For both civilizations, mathematics constituted an essential tool to administer available resources; many of their developments seem to have happened at the same time. However, while Mesopotamia and Egypt even used mathematics to handle similar administrative and organization tasks, their mathematical cultures show significant differences, clearly indicating that mathematics is a cultural product, dependent on the humans who create, use and change it. To be fully understood, the development of mathematics in Egypt and Mesopotamia has to be seen in light of their respective historical and cultural backgrounds
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