No, math is a universal subject and its principles and concepts apply across cultures.

## If you need details read below

Mathematics is indeed a universal subject that is not tied to any particular culture. As Pythagoras, the famous Greek mathematician and philosopher, once said, “There is geometry in the humming of the strings, there is music in the spacing of the spheres.” From ancient Babylonian and Egyptian civilizations to modern-day advances in calculus and cryptography, math has played a crucial role in shaping human knowledge and progress.

Here are some interesting facts about the cultural significance of mathematics:

- Ancient Greeks like Pythagoras, Euclid, and Archimedes made important contributions to fields like geometry, algebra, and trigonometry that are still studied today.
- The Mayans of Central America developed a numbering system that included zero and allowed for sophisticated astronomical calculations.
- Islamic mathematicians like Al-Khwarizmi laid the foundation for modern algebra and introduced concepts like decimal fractions and Arabic numerals.
- China has a long history of mathematical discoveries, including the invention of paper and the use of negative numbers in the Han Dynasty.
- Modern-day computer science and cryptography rely heavily on advanced mathematical concepts like number theory and abstract algebra.

In short, math is a subject that transcends cultural differences and has always played a significant role in human history and progress. As Albert Einstein once said, “Pure mathematics is, in its way, the poetry of logical ideas.”

Here is a table summarizing some of the major mathematical discoveries and inventions throughout history:

Cultural Background | Major Mathematical Contributions |
---|---|

Ancient Greece | Geometry, algebra, trigonometry |

Ancient Babylon and Egypt | Mathematics for astronomy and engineering |

Mayan Civilization | Advanced system of numbering and astronomical calculations |

Islamic Civilization | Algebra, decimal fractions, Arabic numerals |

China | Negative numbers, paper invention, algorithmic principles |

Modern Day | Calculus, computer science, cryptography |

## Further responses to your query

"Mathematics…is conceived as a cultural product which has developed as a result of various activities". "The study and presentation of mathematical ideas of traditional peoples".

However, mathematics has enjoyed something of a pop culture renaissance over the last 20 years and is now a central theme of many successful films, TV shows, plays and books. The ways in which popular culture presents mathematics often has a significant impact on public perceptions of the subject.

Mathematics as a Cultural SubjectP. J. WALLIS Nature 153, 26–27 (1944) Cite this article 19 Accesses Metrics Abstract

From its inception, mathematics was intended to be independent of cultural contexts in the real world. For example, you could use the same rules of algebra and the same numerals to count your family members, your neighbors, olive trees, goats, boats, etc. There is nothing racist about possessing the ability to equitably divide one’s goats between one’s children, is there?

And you are exactly correct to point out that there is no “Greek mathematics”, no “Roman mathematics”, no “Indian mathematics”- they may all use different symbols to represent quantities and operations, but if you present a herd of goats to a Greek, a Roman, and an Indian mathematician and ask them to count the goats, they will all furnish the same answer.

**Video related “Is math a cultural subject?”**

This video discusses the debate between those who believe that mathematics is discovered, and those who believe that it is invented. The video provides examples of how mathematics has been used to solve problems in the real world.

## You will probably be interested

Herein, **How is math related to culture?**

Answer will be: Mathematics, or using quantitative symbols to express universal truth, has been a driving force for virtually all cultures. As societies grew and developed, they discovered new truths about mathematics and applied them to different aspects of their lifestyle.

In this way, **Is math a cultural or universal?**

Response to this: Math is a *universal language*. The symbols and organization to form equations are the same in every country of the world.

Furthermore, **Is mathematics culturally dependent?**

However, knowledge from mathematics can be derived only if the cultural setting encourages it, and only if this knowledge and understanding promotes development of the culture. This makes *mathematics more dependent on culture when compared with other areas and fields of knowledge*.

Hereof, **Is mathematics culturally neutral?** As Greer and Mukhopadhyay (2015) stated, “Far from being culturally neutral, mathematics […] only makes sense when considered as embedded in historical, cultural, social and political – in short, human – contexts” (p. 261).

Beside this, **Is mathematics a culture-free subject?**

Many teachers of subjects such as mathematics, chemistry, physics and biology are under the impression that mathematics is a non-cultural subject (Banks, 2008; Dalley & dâ€™Entremont, 2004; Lee, 2003). It is clear however that *mathematics is not a culture-free discipline* (Zaslavsky, 1996: 1998).

**How does mathematics serve the general culture?** It becomes apparent that the core of mathematics serves the general culture by producing new concepts whose future, in addition to their uses in mathematics proper, would be to move into the general culture, meeting needs unforeseen at present. Mathematics as a Cultural System discusses the relationship between mathematics and culture.

Simply so, **How does culture affect mathematics learning?** Response will be: Taylor has focused his work on how mathematics learning, specifically, is shaped by the *shared understandings* of one’s culture. In part, he explores the different paths that students take to comprehend mathematics and how well they express that knowledge in the classroom. “It’s very difficult to separate issues of culture and learning,” he says.

Beside this, **Why is mathematics taught in a classroom?** As an answer to this: The mathematics lesson observed in a classroom is a result of the*didactic transposition*(Chevallard, 1991; Chevallard & Bosch, 2014 ), which is exposed to different cultural factors (called conditions and constraints) that shape the nature of mathematics teaching and learning.

Beside above, **Are mathematics and mathematical knowl-edge culturally neutral?**

That is, teachers understand that mathematics and mathematical knowl-edge is *not culturally-neutral*, absolutist, or universal. Rather, it is situated within a sociocultural frame of a given cultural group.

Considering this, **Can mathematics be culturally responsive?** Response: Participants noted that culturally responsive mathematics must first begin with the classroom teacher deconstructing beliefs about mathematics as a culturally-neutral subject, as universal truth, as a non-reasoning system, and, as an exclu-sively European and Western discipline.

Secondly, **Is mathematics in popular culture?**

Sadly, popular culture can also reinforce negative stereotypes of mathematics and its practitioners, which might prevent people from pursuing an interest or career in the field. Let’s examine some examples of mathematics in popular culture, including the good, the bad and, in some cases, the incorrect or ‘bogus’.

Then, **How does culture affect students’ learning in mathematics?**

In reply to that: Thus, students who come from different cultural backgrounds enter the teaching and learning process with their cultural thinking and process-ing styles when doing mathematics, and teachers must understand this. For example, Tate (2005) illustrates with an example of how culture impacts on student’s learning of mathematics.