Search arXivSearch

arXiv · 2411.08296

On the computation of the arcsin function in the Kerala school of astronomy and mathematics

Abstract

This paper examines how the mathematicians and astronomers of the Kerala school tackled the problem of computing the values of the arcsin function. Four different approaches are discussed all of which are found in Nilakantha Somayaji's (1444 - 1545 CE) Tantrasangraha and the roots of all of which can be traced to ideas originally articulated by Sangamagrama Madhava (c. 1340 - 1425 CE): (i) a simple method when the argument is small; (ii) an iterative method when the argument is small; (iii) a method based on a lookup table; (iv) a method when the argument is large. The paper also contains the original Sanskrit verses describing the various methods and English translations thereof. Moreover, there is a presentation of a novel method for computing the circumference of a circle found in Jyeshthadeva's (c. 1500 - 1575 CE) Yuktibhasha which is based on method (i) for computing the arcsin function. All methods have been illustrated with numerical examples. A surprising by-product of the investigation is a totally unexpected appearance of a core integer sequence, namely, the entry A001764 in the Online Encyclopedia of Integer Sequence, while studying the iterative method for computing the arcsin function.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

V. N. Krishnachandran. 2024-11-13. On the computation of the arcsin function in the Kerala school of astronomy and mathematics. https://arxiv.org/abs/2411.08296

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

Come for the vibe, stay for the math

This article describes our experiences in mathematical outreach over the past decade. We talk about specific activities, but also general principles that we've learned along the way.

math.HO

Graduate Mathematics in the Age of AI: Forming Mathematicians for Original, Independent, and Responsible Inquiry

Artificial intelligence can increasingly produce plausible, sophisticated mathematical material faster than a developing graduate student can understand or verify it. A sophisticated result or paper draft therefore becomes weaker evidence of the student's own mathematical development. This creates a formation gap between output and personal capacity, and a trust gap between a convincing argument and warranted acceptance. The formation gap can persist even when the student understands the output: understanding a supplied argument does not by itself establish the capacity to initiate and direct inquiry. These gaps are not the whole story. AI can also help students explore examples, compare approaches, enter unfamiliar areas, and undertake ambitious research. The task is to design an apprenticeship that realizes these possibilities while developing substantive mathematical command. The central purpose of a mathematics PhD is to form mathematicians capable of original, independent, and responsible inquiry, including inquiry conducted with AI. This document develops that objective through four connected capacities: competence, judgment, independence, and responsibility. It distinguishes a work's contribution to mathematics from the evidence it provides of a student's formation; explains how a known answer can initiate rather than end creative inquiry; and proposes changes in learning activities, assessment, doctoral originality, advising, and institutional support. Purposeful independent work and ambitious AI-assisted research are complementary parts of the model. Its recommendations include proportionate contribution statements, recognition of advising costs, and staged pilots evaluating both mathematical ability and effective human--AI collaboration. The aim is not to preserve an inherited sequence of training, but to improve mathematical formation as mathematical practice changes.

math.HO