محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | Recurso digital |
| اللغة: | |
| منشور في: |
Zenodo
2026
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| الوصول للمادة أونلاين: | https://doi.org/10.5281/zenodo.19206323 |
| الوسوم: |
إضافة وسم
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جدول المحتويات:
- <p>This paper reconstructs Africa‘s erased <br>contributions to pure mathematics, <br>particularly in topology (e.g., fractal-based <br>architectures) and number theory (e.g., <br>Yoruba modular arithmetic), through an <br>ahistorical analysis of precolonial texts, oral <br>traditions, and artefacts. We argue that the <br>systematic exclusion of these innovations <br>from global mathematical canons has <br>exacerbated African students‘ performance <br>decline, as pedagogical frameworks lack <br>culturally resonant role models. Drawing on <br>stereotype threat theory (Steele) and critical <br>pedagogy (Freire), we demonstrate how <br>Eurocentric curricula induce disengagement. <br>Our study pioneers two interventions: <br>01. AI-powered recovery: Using machine <br>learning to decode Timbuktu‘s algebraic <br>manuscripts and computer vision to <br>formalise fractal topologies in Akan art. <br>02. Mathematical modelling: A Lotka-Volterra<br>inspired framework to simulate knowledge <br>suppression/revival, with policy levers (e.g., <br>curriculum reform) as control parameters. <br>Results reveal that when combined with AI <br>tools, culturally aligned pedagogy can <br>improve retention rates by up to 22% <br>(simulated data). We conclude with <br>actionable steps: (a) mandatory‖ History of <br>African Mathematics‖ courses and (b) <br>UNESCO-funded AI labs for indigenous <br>knowledge preservation. This work bridges <br>pure mathematics, decolonial theory, and AI <br>ethics, offering a template for restoring <br>erased epistemologies globally.</p>