Was Pythagoras Chinese

I remember that as a student I always thought about how different cultures other than European or North American are not mentioned in Canadian classrooms. It certainly felt foreign for me especially who was a English Language Learner student and a new immigrant to Canada. I even thought other cultural contexts were irrelevant. Hence, I believe acknowledging non-European methods in mathematics will have huge impacts on students. Having different cultural representation in a classroom will allow students from different backgrounds to feel included and engaged. Students can also learn how learning and education can have diverse perspectives which will encourage students to explore the global context of education. Also, just learning and knowing more about different cultures can help students to familiarize themselves with other cultures and appreciate them. This will allow students to be more open-minded instead of having Eurocentric views.

Acknowledging non-European methods will have huge difference for mathematics education as well. Even for myself, learning about history of mathematics in this course always reminds me of how mathematics can be viewed from diverse perspectives and the complexity involved to it. I often witness that students are afraid of mathematics as many people only view mathematics as numbers, formulas, and applications. If students can learn about how mathematics were studied and discovered from different parts of the world from different part of the history, mathematics will be way more fascinating and less intimidating or foreign for students. 

My thoughts on naming of different theorems is that they also reveal discriminations deeply rooted within our society as most of the theorems, not just from mathematics but different subject areas as well, are named after males with Western background. It certainly can be misinterpreting when crediting individuals and disregards who originally should be credited.