Relevant bibliographies by topics / Islamic mathematics

Academic literature on the topic 'Islamic mathematics'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Islamic mathematics"

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Yuliyanti, Renny Saputri, Ruhban Masykur, and Indah Resti Ayuni Suri. "PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS: DAMPAK PENDEKATAN MATEMATIKA REALISTIK INDONESIA (PMRI) BERNUANSA ISLAMI." Journal of Mathematics Education and Science 4, no. 1 (April 30, 2021): 23–29. http://dx.doi.org/10.32665/james.v4i1.172.

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The low ability of mathematical communication at SMP Negeri 1 Way Bungur, East Lampung is due to various factors, including the assumption that mathematics is complicated, a lack of curiosity about mathematics, and a lack of variation in learning models, so that students still tend to be passive. The purpose of this study was to determine the mathematical communication skills of students who use the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach better than ordinary learning. The research method used is a quantitative method using the Quasi-Experimental Design method. The data collection techniques used in the study were: documentation, tests in the form of essay questions to determine the effect of the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach to improve mathematical communication skills. This study indicates an increase in the mathematical communication skills of students who are given an Islamic approach to Indonesian Realistic Mathematics Education (PMRI) with ordinary learning. Increasing students' mathematical communication skills with the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach is better than regular learning. So it can be concluded that the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach can improve mathematical communication skills compared to ordinary learning. Abstrak Berdasarkan latar belakang dan rumusan masalah di atas, maka peneliti memiliki tujuan yaitu untuk mengetahui Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dalam meningkatkan kemampuan komunikasi matematis yang terdapat pada peserta didik di SMP Negeri 1 Way Bungur. Metode penelitian yang digunakan adalah metode kuantitatif menggunakan metode Quasi Eksperimen Design. Teknik pengumpulan data yang digunakan pada penelitian, yaitu: Dokumentasi, Tes berbentuk soal uraian (essay) untuk mengetahui pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami untuk meningkatkan kemampuan komunikasi matematis. Hasil penelitian ini bahwa adanya pengaruh peningkatan kemampuan komunikasi matematis peserta didik yang diberi pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dengan pembelajaran biasa. Peningkatan kemampuan komunikasi matematis peserta didik dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami lebih baik daripada pembelajaran biasa. Sehingga dapat disimpulkan bahwa pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dapat meningkatkan kemampuan komunikasi matematis dibandingkan dengan pembelajaran biasa.
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Wilson, Robin. "Islamic Mathematics 1." Mathematical Intelligencer 35, no. 3 (May 1, 2013): 88. http://dx.doi.org/10.1007/s00283-013-9374-8.

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Wilson, Robin. "Islamic Mathematics 2." Mathematical Intelligencer 35, no. 4 (May 3, 2013): 90. http://dx.doi.org/10.1007/s00283-013-9375-7.

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Hogendijk, Jan P. "Islamic Mathematics and Astronomy." Historia Mathematica 28, no. 2 (May 2001): 135–36. http://dx.doi.org/10.1006/hmat.2001.2311.

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Cipta, Eliva Sukma, and Muhammad Hori. "Mathematics and Islamic Thought: Seeing Relationship Between Mathematics and Islamic Teaching Resources." International Journal of Nusantara Islam 6, no. 2 (August 9, 2019): 191–97. http://dx.doi.org/10.15575/ijni.v6i2.5632.

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This article tries to discuss about mathematics and islamic thought. By seeing the relationship between mathematics and islamic teaching resources, this article found that science in this world can be classified into three groups, namely natural sciences, social science, and humanities. The natural sciences which consist purely consist of physics, chemistry, and biology, and some people enter mathematics again. The social sciences that fall into the category of pure sciences include sociology, anthropology, psychology, and history. Whereas the humanities consist of philosophy, language and literature, and art. Qur’an and Hadith in the development of science are positioned as sources of qawliyyah verses while the results of observations, experiments, and logical reasoning are positioned as sources of kauniyyah verses. With its position like this, then various branches of knowledge can always be sought from the source of the Qur'an and Hadith. Like, the science of mathematics developed on the basis of the Qur'an and Hadith sources as well as the results of observation, experimentation, and logical reasoning. Mathematics itself has a very close relationship with the spiritual traditions of Muslims, is familiar with the Qur'an, and of course mathematics can also be used as a "path" towards achieving happiness benefits both in this world and the hereafter.
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Wulan, Eka Resti, and Fidia Astuti. "Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality." Jurnal Didaktik Matematika 9, no. 2 (October 31, 2022): 230–47. http://dx.doi.org/10.24815/jdm.v9i2.26975.

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Mathematical literacy is crucial to understand phenomena and good decision-making in real life. This study aims to describe aspects of Islamic nuanced mathematical literacy in prospective teachers, which were viewed from the four personalities of Keirsey. This qualitative descriptive research used a questionnaire of MTBI personality types and a mathematical literacy test with Islamic nuances. The subjects are students in the 7th semester of the mathematics education program at an Islamic university in Kediri City, East Java, Indonesia. The findings showed that rational and idealist subjects could fulfill the "formulating" indicator, but not the guardian and artisan subjects. They were not able to translate problems into mathematical form. The indicators of "employing" and "interpreting" show that subjects with rational personality types can determine better strategies than artisan, guardian, and idealist personality types. That is, it is necessary to integrate the interconnections between the mathematics learning programs related to Islamic elements. A more in-depth portrait of mathematical literacy is needed in different situations from prospective mathematics teachers at Islamic universities.
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Fatra, Maifalinda, Lilis Marina Angraini, and M. Anang Jatmiko. "Ability of Mathematical Generalisation Thinking of Mathematics Education Students." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 69–75. http://dx.doi.org/10.15408/tjems.v6i1.12315.

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AbstractThe main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of 5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample. The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of 61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia.AbstrakTujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia. How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019). Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6(1), 69-75. doi:10.15408/tjems.v5i1.12315.
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Imamuddin, M., Isnaniah Isnaniah, Zulmuqim Zulmuqim, Syafruddin Nurdin, and Andryadi Andryadi. "Integrasi Pendidikan Matematika dan Pendidikan Islam (Menggagas Pembelajaran Matematika di Madrasah Ibtidaiyah)." AR-RIAYAH : Jurnal Pendidikan Dasar 4, no. 2 (December 31, 2020): 117. http://dx.doi.org/10.29240/jpd.v4i2.1928.

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Epistemologically, science and religion can be integrated, even must be integrated. Imam Suprayogo encourages science as an integration of religious values (Islam) with General Science or Science. The integration of Islamic Education and Mathematics Education in the learning proposed in this paper is Islamic education or Islamic values contained /presented/inherent in mathematics learning. Learning mathematics by incorporating Islamic values or teachings will help facilitate teachers in conveying mathematical concepts as well as Islamic education/Islamic values to students. This integrated mathematics learning is very compatible with the characteristics of Islamic schools/madrasah. Islamic values, help improve the formation of student character in accordance with the ideals of Islam and the nation.
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Mahmudah, Indri, and Muqowim Muqowim. "Integration Of Islamic Values In Mathematics Learning In Class IV Students Of Madrasah Ibtidaiyah." Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah 6, no. 4 (July 7, 2022): 1075. http://dx.doi.org/10.35931/am.v6i4.1143.

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<p><em>Mathematics learning must experience changes in the context of improving the quality of religious education so it is necessary to add Islamic values that can increase optimal learning processes. The purpose of this study was to find out how to integrate Islamic values in learning mathematics in fourth-grade students of Madrasah Ibtidaiyah. This research is a qualitative research study of literature that is intended to describe the integration model of mathematics with Islamic values in learning mathematics. The data collection method is done by interview and literature review. The results of the study indicate several things are underlined in applying Islamic values and technology in learning mathematics. The findings related to this phenomenon, namely: 1) The IVG homeroom teacher at MI Aliyah 2 studied had implemented the integration of Islamic science values with mathematics in learning; (2) Teachers who apply the integration of mathematics with Islamic science adjust to the material being studied; (3) The advantages of integrating Islamic values in the mathematics learning system can instill honesty, discipline, and responsibility. Based on this statement the integration of mathematical concepts with Islamic values is very important to be applied as a way of forming the character of the nation's generation. Thus, it is necessary to develop a continuous analysis of mathematical material by linking the verses of the Qur'an which is the source of all sources of knowledge that can be taken wisdom and lessons through mathematics by every human being.</em></p>
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Arnold, Felix. "Mathematics and the Islamic Architecture of Córdoba." Arts 7, no. 3 (August 8, 2018): 35. http://dx.doi.org/10.3390/arts7030035.

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In 10th-century Córdoba, mathematics—and particularly geometry—was applied to architectural design in new ways, constituting a “mathematical turn” of Islamic architecture. In the mosque of Córdoba and in the palaces of Madīnat al-Zahrāʾ, geometry was employed in the design of ground plans, elevations, decorative patterns, and even to measure the human view. While Roman architects like Vitruvius had used mathematics to place each element of a building in its appropriate relation to all other elements of a building, the architects at Córdoba employed geometry to create a spatial web in which all parts are equal to each other and part of a single, unified space. The architects of Córdoba thus pointed the way to new possibilities of designing architecture, possibilities which were to be tested further by architects of Gothic and Renaissance architecture, though to different ends.
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Dissertations / Theses on the topic "Islamic mathematics"

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Abdalla, Mohamad, and n/a. "The Fate of Islamic Science Between the Eleventh and Sixteenth Centuries: A Critical Study of Scholarship from Ibn Khaldun to the Present." Griffith University. School of Science, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.091027.

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The aim of this thesis is to comprehensively survey and evaluate scholarship, from Ibn Khaldun (1332-1406) to the present, on the fate of Islamic science between the eleventh and sixteenth-centuries, and to outline a more adequate scholarly approach. The thesis also assesses the logic and empirical accuracy of the accepted decline theory, and other alternative views, regarding the fate of Islamic science, and investigates the procedural and social physiological factors that give rise to inadequacies in the scholarship under question. It also attempts to construct an intellectual model for the fate of Islamic science, one that examines the cultural environment, and the interactions among different cultural dynamics at work. Drawing upon Ibn Khaldun's theory and recent substantial evidence from the history of Islamic science, this thesis also entails justifying the claim that, contrary to common assumptions, different fates awaited Islamic science, in different areas, and at different times. For the period of Ibn Khaldun to the present, this thesis presents the first comprehensive review of both classical and contemporary scholarship, exclusively or partially, devoted to the fate of Islamic science for the period under study. Based on this review, the thesis demonstrates that, although the idea that Islamic science declined after the eleventh century has gained a wide currency, and may have been established as the preferred scholarly paradigm, there is no agreement amongst scholars regarding what actually happened. In fact, the lexicon of scholarship that describes the fate of Islamic science includes such terms as: "decline," "decadence," "stagnation," "fragmentation," "standstill," and that Islamic science "froze," to name just a few. More importantly, the study shows that six centuries ago, the Muslim historian Ibn Khaldun provided a more sophisticated and complex theory regarding what happened to Islamic science, which was not utilised except in the work of two scholars. The thesis tests the adequacy of the different claims by applying them to four case studies from the history of Islamic science, and demonstrate that evidence for specified areas shows that different fates awaited Islamic science in different areas and times. In view of the fact that Ibn Khaldun's theory is six centuries old, and that evidence of original scientific activity beyond the eleventh century emerged in the 1950s, what would one expect the state of scholarship to be? One would expect that with the availability of such evidence the usage of "decline" and other single-faceted terms would begin to disappear from the lexicon of scholarship; scholars would show awareness, and criticism, of each other's work; and development of more and more sophisticated concepts would emerge that would explain the fate of Islamic science. The thesis demonstrates that this did not happen. It argues that the key problem is that, after Ibn Khaldun, there was a centuries-long gap, in which even excellent historians used simple, dismissive terms and concepts defined by a limited, but highly persistent, bundle of interpretative views with a dominant theme of decline. These persistent themes within the scholarship by which Islamic science is constructed and represented were deeply embedded in many scholarly works. In addition, many scholars failed to build on the work of others; they ignored major pieces of evidence; and, in most cases, they were not trying to discern what happened to Islamic science but were referring to the subject as part of another project. Thus, in this corpus of scholarship, one that contains the work of some of the 'best' scholars, the myth of the decline remains not only intact but also powerful. Convinced of its merit, scholars passed it on and vouched for it, failing to distinguish facts from decisions based on consensus, emotion, or tradition. There are very few noteworthy cases where Islamic science is being represented in ways that do not imply negativity. There are also some few narratives that present more complex descriptions; however, even Ibn Khaldun's complex theory, which is arguably the most adequate in the scholarship, is non-comprehensive. Some modern scholars, like Saliba and Sabra, present a challenge to the common argument that Islamic science suffered a uniform decline. However, in the absence of any significant challenges to the common claims of the fate of Islamic science, particularly that of decline, it is evident that, at the very least, the scholarship seems to offer support to the work of discourses that construct the fate of Islamic science in single-faceted, simplistic and reductive terms.
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Abdalla, Mohamad. "The Fate of Islamic Science Between the Eleventh and Sixteenth Centuries: A Critical Study of Scholarship from Ibn Khaldun to the Present." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367065.

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The aim of this thesis is to comprehensively survey and evaluate scholarship, from Ibn Khaldun (1332-1406) to the present, on the fate of Islamic science between the eleventh and sixteenth-centuries, and to outline a more adequate scholarly approach. The thesis also assesses the logic and empirical accuracy of the accepted decline theory, and other alternative views, regarding the fate of Islamic science, and investigates the procedural and social physiological factors that give rise to inadequacies in the scholarship under question. It also attempts to construct an intellectual model for the fate of Islamic science, one that examines the cultural environment, and the interactions among different cultural dynamics at work. Drawing upon Ibn Khaldun's theory and recent substantial evidence from the history of Islamic science, this thesis also entails justifying the claim that, contrary to common assumptions, different fates awaited Islamic science, in different areas, and at different times. For the period of Ibn Khaldun to the present, this thesis presents the first comprehensive review of both classical and contemporary scholarship, exclusively or partially, devoted to the fate of Islamic science for the period under study. Based on this review, the thesis demonstrates that, although the idea that Islamic science declined after the eleventh century has gained a wide currency, and may have been established as the preferred scholarly paradigm, there is no agreement amongst scholars regarding what actually happened. In fact, the lexicon of scholarship that describes the fate of Islamic science includes such terms as: "decline," "decadence," "stagnation," "fragmentation," "standstill," and that Islamic science "froze," to name just a few. More importantly, the study shows that six centuries ago, the Muslim historian Ibn Khaldun provided a more sophisticated and complex theory regarding what happened to Islamic science, which was not utilised except in the work of two scholars. The thesis tests the adequacy of the different claims by applying them to four case studies from the history of Islamic science, and demonstrate that evidence for specified areas shows that different fates awaited Islamic science in different areas and times. In view of the fact that Ibn Khaldun's theory is six centuries old, and that evidence of original scientific activity beyond the eleventh century emerged in the 1950s, what would one expect the state of scholarship to be? One would expect that with the availability of such evidence the usage of "decline" and other single-faceted terms would begin to disappear from the lexicon of scholarship; scholars would show awareness, and criticism, of each other's work; and development of more and more sophisticated concepts would emerge that would explain the fate of Islamic science. The thesis demonstrates that this did not happen. It argues that the key problem is that, after Ibn Khaldun, there was a centuries-long gap, in which even excellent historians used simple, dismissive terms and concepts defined by a limited, but highly persistent, bundle of interpretative views with a dominant theme of decline. These persistent themes within the scholarship by which Islamic science is constructed and represented were deeply embedded in many scholarly works. In addition, many scholars failed to build on the work of others; they ignored major pieces of evidence; and, in most cases, they were not trying to discern what happened to Islamic science but were referring to the subject as part of another project. Thus, in this corpus of scholarship, one that contains the work of some of the 'best' scholars, the myth of the decline remains not only intact but also powerful. Convinced of its merit, scholars passed it on and vouched for it, failing to distinguish facts from decisions based on consensus, emotion, or tradition. There are very few noteworthy cases where Islamic science is being represented in ways that do not imply negativity. There are also some few narratives that present more complex descriptions; however, even Ibn Khaldun's complex theory, which is arguably the most adequate in the scholarship, is non-comprehensive. Some modern scholars, like Saliba and Sabra, present a challenge to the common argument that Islamic science suffered a uniform decline. However, in the absence of any significant challenges to the common claims of the fate of Islamic science, particularly that of decline, it is evident that, at the very least, the scholarship seems to offer support to the work of discourses that construct the fate of Islamic science in single-faceted, simplistic and reductive terms.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Science
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Mariana, Neni. "Transforming mathematics problems in Indonesian primary schools by embedding Islamic and Indonesian contexts." Thesis, Mariana, Neni (2017) Transforming mathematics problems in Indonesian primary schools by embedding Islamic and Indonesian contexts. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/36854/.

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The most recent version of the Indonesian national curriculum requires teachers to embed cultural and religious values into all subject areas, including mathematics. This requirement poses a great challenge for mathematics teachers and their advisors in a multicultural nation such as Indonesia. As a mathematics educator in an Indonesian university, one of my key roles is to advise teachers of primary school level mathematics how to meet this challenge. This thesis constitutes an investigation into the question of which values I can and should draw on given my complex religious and cultural identity as a Muslim and an Indonesian. To address this research question, I designed an integrative auto|ethnography within a multiparadigmatic research design space. This approach enabled me to explore how my religious and cultural identity governs my professional praxis as a mathematics educator while excavating the history of mathematics curriculum and Islamic schools in Indonesia. During this inquiry, I conducted interviews with experienced teachers and other key education stakeholders in Indonesia. While writing stories of my participants’ experiences, the narrative method of writing as inquiry enabled me to make visible the process of my own critical self-reflection as a mathematics educator and to express my subjectivity through poems and imagery. As a result of this inquiry I consider myself to be a mathematics educator who holds religious and cultural identities and am committed to taking action to continue this self-discovery in my professional praxis, as well as to empower others. As an Indonesian, I have come to realise that my cultural identity has been formed by acculturating religious and local cultures. As a Muslim, I no longer believe in the dichotomy of Islamic and mathematical knowledge; rather, I recognise their concepts as having a harmonious relationship. As a mathematics educator, I will enable my fellow mathematics teachers to reflect on their religious practices and understandings. I conclude that Islamic, Indonesian and International (3Is) mathematics can sit side-by-side as contexts for mathematics problems, without one being dominant over the others. Keywords: Islamic and Indonesian contexts in mathematics, Indonesian mathematics curriculum, integrative auto|ethnography, multiparadigmatic research design.
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Matos, Joana Isabel Gaudêncio. "Simetria: na interface entre a arte e a matemática: de que forma as aprendizagens sobre novas culturas, poderão contribuir para o desenvolvimento do conceito de simetria?" Master's thesis, Escola Superior de Educação, Instituto Politécnico de Setúbal, 2011. http://hdl.handle.net/10400.26/5893.

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Mestrado em Ensino de Educação Visual e Tecnológica no Ensino Básico
Este estudo aborda a problemática da transversalidade do conceito de simetria nas áreas disciplinares da Matemática e da Educação Visual no 3º ciclo do Ensino Básico e visa compreender se a exploração da arte e de novas culturas possibilita o desenvolvimento do conceito de simetria por parte dos alunos, de uma forma mais dinâmica. Utilizando como metodologia a Investigação-Acção, pretende-se perceber de que forma a exploração de novas culturas e a abordagem da sua arte, poderão contribuir para o desenvolvimento do conceito de simetria dos alunos. Neste sentido procura-se; i) Identificar e perceber se os alunos já tinham adquirido o conceito de simetria; ii) Compreender como os alunos desenvolvem os conhecimentos sobre simetria; iii) Compreender se os alunos aplicam correctamente esses conceitos; iv) Identificar o conceito de simetria no final da intervenção. A fase de intervenção orientou-se pelos seguintes objectivos: i) Identificar características da arte de diferentes povos e culturas (Arte Islâmica); ii) Contribuir para a compreensão do conceito de simetria; iii) Contribuir para que os alunos sejam capazes de identificar estes conceitos nos objectos artísticos da Arte Islâmica; iv) Contribuir para que os alunos consigam aplicar o conceito de simetria, numa produção plástica própria. Pretende-se com este estudo, contribuir para o enriquecimento das práticas lectivas das disciplinas de Educação Visual e de Matemática, recorrendo à arte como recurso de transmissão, descoberta e caminho para novas aprendizagens.
This study is based on the transversally issue of the symmetry concept in areas of the 3rd cycle like Maths and Visual Education. It aims at understanding whether art’s exploration and new cultures allow the development of symmetry, in a more dynamic way as far as students are concerned. Using as methodology the investigation-action and it is aimed at realising to what extent the exploration of new cultures and the approach of its art would contribute for the development of students’ symmetry concept. Thus, I try to : i) identify and understand if pupils had already achieved the symmetry concept; ii) realise how pupils develop their knowledge on symmetry; iii) realise how correctly pupils direct this knowledge; iiii) identify the symmetry concept in the end of the application. The application phase was based on the following goals: i) identifying characteristics from different peoples and cultures forms of art; ii) Contributing for the knowledge on the symmetry concept; iii) contributing in such a way that the pupils would be able to identify these concepts in Islamic Art objects; iv) contributing in such a way that pupils would apply the symmetry concept in a plastic work by themselves. Through this study, I intend to contribute for the enrichment of teaching methods and approaches in areas such as Visual Education and Maths in order to help teachers, improve their skills having art as the basis of the transmission of new knowledge.
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Alsolami, Majdi. "Mathematical modelling of mid-term options price of Ijārah Sukūk." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/77864/.

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The main aim of this thesis is to study the pricing of options of Ijārah Sukūk for lifespan. The pricing formulae of mid-term call and put options are derived by computing the expected value under the risk neutral measure and using an appropriate condition of exercising the option at mid-term. The mid-term option prices with continuous Ijārah obtained using these formulae are compared with the prices of European and American options with dividend for lifespan. The comparison is done both analytically and numerically. The same analysis is done for callable and puttable Sukūk with Ijārah and compared with the prices of European and American callable and puttable bond with coupon for lifespan. We also study the relationship between callable Sukūk price and Ijārah rate by computing the duration and convexity of the callable Sukūk price. The same analysis is done for puttable Sukūk.
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Islam, Muhammad Saiful [Verfasser]. "Anhydrous Phosphates of Molybdenum and Rhenium Synthesis, Crystallization, Crystal structures, and Spectroscopic investigations / Muhammad Saiful Islam. Mathematisch-Naturwissenschaftliche Fakultät." Bonn : Universitäts- und Landesbibliothek Bonn, 2012. http://d-nb.info/1019035935/34.

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Eftekhari, Banafsheh. "Edition and Translation of the Arabic Manuscript Collection Belonged to Fakhr al-din al-Razi on Kalam Atomism." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE3012/document.

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Fakhr al-Din al-Razi is a significant philosopher who is famous for his critics on Avicenna. He also made effective dialogues between two rival doctrines (namely Kalam and Peripateticism) in the Islamic world in Middle Ages. He defended Kalam Atomism in last decades of his life. This thesis is working on his two treatises as manuscripts and translating it into English. One of the treatises is about proving atom and another one is rejecting Hylomorphism. These two treatises are attached together as a manuscript book titled as Proving Atomism
Au Moyen Âge, dans le monde islamique, il y avait deux groupes d'érudits qui avaient deux indications différentes sur l'existence. Le premier groupe était des philosophes, ḥukamā, qui ont approuvé falsafah ou ḥikmah. Cette doctrine avait des bases aristotéliciennes. Un autre groupe était des théologiens, mutikalimūn qui était pour la plupart atomistes. Les théologiens constituaient le kalām qui se traduisait parfois par théologie islamique.Fakhr-e-Razi ou Fakhr al-Din al-Razi était un philosophe et théologien important au 12ème siècle qui a fait des dialogues et des débats entre ces deux doctrines. Il a écrit des critiques sur les livres d'Avicenne et a défendu la doctrine de l'atomisme de Kalam. Bien qu'il ait défendu l'atomisme de Kalam dans beaucoup de livres, il a écrit un traité indépendant sur ce sujet. Cette thèse est l'édition et la traduction d'un livre manuscrit qui comprend deux traités indépendants, dont l'un, prouve atomisme et un autre réfute Hylémorphisme.Cette thèse inclut des commentaires sur l'atomisme et l'hylémorphisme (l'introduction du livre). L'atomisme comme vue générale et l'atomisme de Kalam en particulier sont étudiés. L'histoire de l'atomisme est brièvement passée en revue en tant que racines de l'atomisme de Kalam. Puis la vue de Razi sur l'atomisme est étudiée selon ce livre présent et ses autres livres. Le contraste entre la vision de Razi et la doctrine d'Avicenne comme son rival sont également analysés
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8

Engström, Henrik, and Markus Hyltbring. "Den gode, den onde, den andre : Spelfilm som riskrapportering." Thesis, Linköping University, Department of Culture Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11802.

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Detta är en studie kring hur filmer framställer olika grupper som risker, till exempel muslimer som terrorister. Vi har gjort en kvalitativ studie av tre spelfilmer, nämligen Rambo III, Belägringen och The Kingdom samt en dokumentärfilm; Det svider i hjärtat. I dessa filmer har vi tittat efter hur muslimer framställs. För att strukturera upp studien har vi valt ett tesdrivande tillvägagångssätt utifrån Karl Poppers metod och prövat en rad olika teoretiska begrepp och perspektiv. Dessa är Edward W. Saids föreställningar om orientalism och den andre, Alison Landsbergs protesminne,

representation, Stuart Halls mottagandesätt av visuell kultur samt Stuart Allans föreställningar om riskrapportering. Vi har presenterat och analyserat film för film med hjälp av Greimas aktantmodell.

Det vi kom fram till är att filmer mycket väl kan och skulle kunna fungera som ett slags riskrapportering. Dels på grund av publikens mottagande av visuell kultur och att publiken då kan väva in fiktiva berättelser och värderingar i sina egna minnen och erfarenheter precis som Landsbergs teorier om protesminne säger. När man ser filmerna med den här ingången är det uppenbart att filmerna varnar publiken för något likt den traditionella riskrapportering som Stuart Allan visat oss.

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Schramm, Harrison C. "An analytic framework for the War of Ideas." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Sep%5FSchramm.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2006.
Thesis Advisor(s): Moshe Kress, Roberto Szechtman. "September 2006." Includes bibliographical references (p. 57-59). Also available in print.
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10

Hajamaideen, Faris Akbar. "Body, soul, and architecture: a study of the premodern Islamic and Western tradition." Thesis, 2014. http://hdl.handle.net/2440/100713.

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Throughout history, the conception of architecture has, in one form or another, always been related to the human body. In the Western tradition, this can be traced back to the writings of Vitruvius as well as a chain of thinkers who followed in his footstep. In several non-Western traditions, however, the relationship is not as clearly traceable. The Islamic tradition is one conspicuous example. Although Muslim scholars seem to have been familiar with Vitruvius’ representation of the human body as a measure for architecture, the developments of their thought on the topic have remained rather ambiguous. This thesis aims to investigate these developments and to explore new terrains of Islamic thought on this topic in parallel with those of the Western tradition. The thesis presents a fresh reading of the intertwined history of body and architecture based on a selected range of philosophical, mystical, and historical texts of key Western and Muslim figures, such as Plato, Vitruvius, St. Augustine, Alberti, al-Fārābī, Ibn Sīna, al-Ghazālī, al-Suhrawardī, and Ibn ʿArabī. It shows how the enduring idea of body and building was conceived, detailed, and developed consistently in both traditions, and how the lack of canonical architectural sources in the Islamic tradition does not mean an absence of sustained thinking on the topic, which can be found richly illustrated in non-architectural sources. The thesis focuses on the concept of “measure,” that is, the way in which the human body was conceived to be a reference point for the act of making. In the Western traditions, the foundations of this conception reach back to Pythagoras, who reduced the body to a set of mathematical ratios to be used in the act of building. In being a reflection of a cosmic model, these mathematical ratios of the body became the measure through which both the body and its constructed images (a building, a settlement, or a city) became microcosms. This conception extends to the Islamic tradition, which laid an additional emphasis on the role the soul as an intangible ruler of the body. The study shows how in the premodern world man was seen to represent, in an abbreviated fashion, the measure of the entire cosmos, how this human measure, in turn, played a central role in informing the theories and practices of architecture, how the human body became a divine model for the architecture of both the cosmos and built environment, and how the macrocosmic-microcosmic relationship that once bound the body to both architecture and the universe has been irrecoverably lost in modern times.
Thesis (Ph.D.) -- University of Adelaide, School of Architecture and Built Environment, 2014.
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Books on the topic "Islamic mathematics"

1

Mushtaq, Q. Mathematics: The Islamic legacy. Islamabad: Centre for the Study of the Civilizations of Central Asia, Quaid-i-Azam University, 1990.

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Mushtaq, Q. Mathematics: The Islamic legacy. Delhi: Noor Publishing House, 1993.

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Mirakhor, Abbas, and Noureddine Krichene, eds. Introductory Mathematics and Statistics for Islamic Finance. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118779712.

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H©ıyrup, Jens. The formation of "Islamic mathematics": Sources and conditions. Roskilde: Roskilde Universitetscenter, 1987.

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Muslim Association for the Advancement of Science., ed. A selective annotated and unannotated bibliography of Islamic mathematics. Aligarh: Muslam Association for the Advancement of Science, 2002.

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Sharbal, Mūrīs. al- Riyāḍīyāt fī al-ḥaḍārah al-Islāmīyah. Ṭarābulus, Lubnān: Jarrūs Briss, 1988.

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Āmulī, Ḥasan Ḥasanʹzādah. Hasht risālah-ʼi ʻArabī. Tehran: Muʼassasah-ʼi Muṭālaʻāt va Taḥqīqāt-i Farhangī, vābastah bih Vizārat-i Farhang va Āmūzish-i ʻAlī, 1986.

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Shaker, Salman Amer, ed. Symmetries of Islamic geometrical patterns. Singapore: World Scientific, 1995.

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Sharbal, Mūrīs. al- Riyāḍīyāt fī al-ḥaḍārah al-Islāmīyah. Ṭarābulus, Lubnān: Jarrūs Briss, 1988.

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Critchlow, Keith. Islamic patterns: An analytical and cosmological approach. Rochester, Vt: Inner Traditions, 1999.

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Book chapters on the topic "Islamic mathematics"

1

Sesiano, Jacques. "Islamic Mathematics." In Mathematics Across Cultures, 137–65. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4301-1_9.

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Rosenfeld, Boris A. "Geometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–6. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-3934-5_9226-2.

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Rosenfeld, Boris A. "Trigonometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–3. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-3934-5_9754-2.

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Smith, Julian A. "Arithmetic in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 583–86. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_8445.

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Rosenfeld, Boris A. "Geometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2065–70. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9226.

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Ismail, Mat Rofa Bin. "Algebra in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 207–11. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9547.

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Rosenfeld, Boris A. "Trigonometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 4326–28. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9754.

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Anglin, W. S., and J. Lambek. "Mathematics in Islamic Countries." In The Heritage of Thales, 117–20. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-0803-7_23.

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Berggren, J. L. "Islamic Arithmetic." In Episodes in the Mathematics of Medieval Islam, 29–69. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4608-4_2.

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Sesiano, Jacques. "Magic Squares in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2607–10. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9266.

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Conference papers on the topic "Islamic mathematics"

1

Seyed Agha Banihashemi, Saeed. "Connection of Old and New Mathematics on Works of Islamic Mathematician with a Look to Role of History of Mathematics on Education of Mathematics." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2591.

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In this article we are going to discuss how new and old mathematics are related on works of Islamic mathematician and how history of mathematics can help education of mathematics to improve and motivate it.
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Risnawati, Zubaidah Amir, and Depi Fitraini. "Development of Mathematics Instructional Materials Integrated with Islamic Sciences." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008522503970404.

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Jamaluddin, Dindin, Elis Ratna Wulan, and Agus Maolana Roby. "Determine the Elective Courses in Islamic Higher Education Using Transportation Vogel’s Approximation Method." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.044.

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Jihad, Asep, Yayu Nurhayati Rahayu, and Ida Nuraida. "Studentsr Capabilities in Designing A Mathematics Lesson Plan (RPP) Based on Islamic Values." In International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.20.

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Kamilah, Wulan Nurul, Novriana Sumarti, and Kuntjoro Adji Sidarto. "Mathematical model in Islamic mortgage financing with murabahah and musharakah mutanaqisah contracts." In 7TH INTERNATIONAL CONFERENCE ON MATHEMATICS: PURE, APPLIED AND COMPUTATION: Mathematics of Quantum Computing. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0116095.

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Nuralam. "Cognitive Styles and Mathematics Absorption Capacity in Islamic Junior High School." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008516900410045.

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Azzahra, Humaira, Siti Masruroh, and Yusuf Durachman. "Mukhtasar fi Ilm al-Hisab; Islamic Contribution to Malay Mathematics." In Proceedings of the 2nd International Colloquium on Interdisciplinary Islamic Studies (ICIIS) in Conjunction with the 3rd International Conference on Quran and Hadith Studies (ICONQUHAS). EAI, 2020. http://dx.doi.org/10.4108/eai.7-11-2019.2294539.

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Kusumawati, Intan B., Achmad D. Fachrudin, Ratu I. I. Putri, Zulkardi Zulkardi, Soffil Widadah, and Muhammad K. Mubarok. "Islamic Financial Literacy in Mathematics Education: Proposed Design for Instruction." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.021.

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Astuti, Yunisa, Ali Asmar, Edwin Musdi, and Yerizon. "Development of mathematics e-module using scientific approach integrated Islamic values for integrated Islamic junior high school." In THE PHYSICS OF SURFACES: Aspects of the Kinetics and Dynamics of Surface Reaction. AIP, 2023. http://dx.doi.org/10.1063/5.0122559.

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Haydar, Hanna, and Burcu Durmaz. "PRESENTING MEANINGFUL MATHEMATICAL TASKS THROUGH STORIES FROM HISTORY OF MATHEMATICS: EXAMPLES FROM THE ISLAMIC CONTEXT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1240.

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Reports on the topic "Islamic mathematics"

1

Schwartz, Randy K. Combining Strands of Many Colors: Episodes from Medieval Islam for the Mathematics Classroom. Washington, DC: The MAA Mathematical Sciences Digital Library, August 2010. http://dx.doi.org/10.4169/loci003546.

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