"Scholars
have debated for decades the purpose of 60 numbers written on a small
clay tablet. Two Australian mathematicians believe they have figured it
out" inform Kenneth Chang, science reporter at The New York Times.
 |
An ancient Babylonian tablet known as Plimpton 322 consists of a table of 60 numbers organized into 15 rows and four columns.
Photo: Andrew Kelly/University of New South Wales |
Suppose
that a ramp leading to the top of a ziggurat wall is 56 cubits long,
and the vertical height of the ziggurat is 45 cubits. What is the
distance x from the outside base of the ramp to the point
directly below the top? (Ziggurats were terraced pyramids built in the
ancient Middle East; a cubit is a length of measure equal to about 18
inches or 44 centimeters.)
Could the Babylonians who lived in what is now Iraq more than 3,700 years ago solve a word problem like this?
Two
Australian mathematicians assert that an ancient clay tablet was a tool
for working out trigonometry problems, possibly adding to the many
techniques that Babylonian mathematicians had mastered.
“It’s
a trigonometric table, which is 3,000 years ahead of its time,” said
Daniel F. Mansfield of the University of New South Wales. Dr. Mansfield
and his colleague Norman J. Wildberger reported their findings last week in the journal Historia Mathematica.
(If you need help to solve the problem, the answer is explained below.)
The tablet, known as Plimpton 322,
was discovered in the early 1900s in southern Iraq and has long been of
interest to scholars. It contains 60 numbers organized into 15 rows and
four columns inscribed on a piece of clay about 5 inches wide and 3.5
inches tall. It eventually entered the collection of George Arthur
Plimpton, an American publisher, who later donated his collection to
Columbia University. With all the publicity, the tablet has been put on
display at the university’s Rare Book & Manuscript Library.
Based on the style of cuneiform script used for the numbers, Plimpton 322 has been dated to between 1822 and 1762 B.C.
One of the columns on Plimpton 322 is just a numbering of the rows from 1 to 15.
The
other three columns are much more intriguing. In the 1940s, Otto E.
Neugebauer and Abraham J. Sachs, mathematics historians, pointed out
that the other three columns were essentially Pythagorean triples — sets
of integers, or whole numbers, that satisfy the equation a2 + b2 = c2.
This
equation also represents a fundamental property of right triangles —
that the square of the longest side, or hypotenuse, is the sum of the
squares of the other two shorter sides.
That
by itself was remarkable given that the Greek mathematician Pythagoras,
for whom the triples were named, would not be born for another thousand
years.
Why
the Babylonians compiled the triples and wrote them down has remained a
matter of debate. One interpretation was that it helped teachers
generate and check problems for students.
Dr.
Mansfield, who was searching for examples of ancient mathematics to
intrigue his students, came across Plimpton 322 and found the previous
explanations unsatisfying. “None of them really seemed to nail it,” he
said.
Other
researchers have postulated that the tablet originally had additional
columns listing ratios of the sides. (There’s a break along the left
side of the tablet.)
But
what is conspicuously missing is the notion of angle, the central
concept impressed upon students learning trigonometry today. Dr.
Wildberger, down the hall from Dr. Mansfield, had a decade earlier
proposed teaching trigonometry in terms of ratios rather than angles,
and the two wondered that Babylonians took a similar angle-less approach
to trigonometry.
“I think the interpretation is possible,” said Alexander R. Jones, director of the Institute for the Study of the Ancient World
at New York University, who was not involved with the research, “but we
don’t have much in the way of contexts of use from any Babylonian
tablets that would confirm such an intention, so it remains rather
speculative.”
Eleanor Robson, a Mesopotamia expert now at University College London who proposed the idea of the tablet as a teacher’s guide,
is not convinced. Although she declined interviews, she wrote on
Twitter that the trigonometry interpretation ignores the historical
context.
Source: New York Times
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