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| Format: | Preprint |
| Published: |
2025
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| Online Access: | https://arxiv.org/abs/2512.03507 |
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| _version_ | 1866914178580611072 |
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| author | Thakkar, Aalok |
| author_facet | Thakkar, Aalok |
| contents | Despite ongoing calls for inclusive and culturally responsive pedagogy in computing education, the teaching of algorithms remains largely decontextualized. Foundational computer science courses often present algorithmic thinking as purely formal and ahistorical, emphasizing efficiency, correctness, and abstraction. When history is mentioned, it usually centers on the modern development of digital computers, highlighting figures such as Turing, von Neumann, and Babbage. This narrow view misrepresents the origins of algorithmic reasoning and perpetuates a Eurocentric worldview that undermines equity and representation in STEM. In contrast, algorithmic thinking predates electronic computers by millennia and has deep roots in ancient civilizations including India, China, Babylon, and Egypt. Our work responds to this gap by embedding algorithm instruction in broader historical and cultural contexts, with particular attention to classical Indian contributions. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2512_03507 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Ancient Algorithms for a Modern Curriculum Thakkar, Aalok Computers and Society Despite ongoing calls for inclusive and culturally responsive pedagogy in computing education, the teaching of algorithms remains largely decontextualized. Foundational computer science courses often present algorithmic thinking as purely formal and ahistorical, emphasizing efficiency, correctness, and abstraction. When history is mentioned, it usually centers on the modern development of digital computers, highlighting figures such as Turing, von Neumann, and Babbage. This narrow view misrepresents the origins of algorithmic reasoning and perpetuates a Eurocentric worldview that undermines equity and representation in STEM. In contrast, algorithmic thinking predates electronic computers by millennia and has deep roots in ancient civilizations including India, China, Babylon, and Egypt. Our work responds to this gap by embedding algorithm instruction in broader historical and cultural contexts, with particular attention to classical Indian contributions. |
| title | Ancient Algorithms for a Modern Curriculum |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2512.03507 |