Topology, Number Theory, and the AI Revolution: Reconstructing Africa's Pure Mathematical Legacy for Indigenous Knowledge Systems
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| Natura: | Recurso digital |
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Zenodo
2026
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| _version_ | 1866901650363383808 |
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| author | IJMSRT |
| author_facet | IJMSRT |
| contents | <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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19206323 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Topology, Number Theory, and the AI Revolution: Reconstructing Africa's Pure Mathematical Legacy for Indigenous Knowledge Systems IJMSRT <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> |
| title | Topology, Number Theory, and the AI Revolution: Reconstructing Africa's Pure Mathematical Legacy for Indigenous Knowledge Systems |
| url | https://doi.org/10.5281/zenodo.19206323 |