Maybe I'm ignorant, but when it comes to Indian mathematics, all I can think of is S.Ramanujan (neglected by India and having a hard time in India) and S.N.Bose (presumably everyone knows Bose-Einstein condensation). To tell the truth, I have never been to India, nor have I studied in Hinduism, nor have I taught Indian students, so I can only talk about Indian mathematics from the experience and international perspective of some characters. In fact, when it comes to arithmetic, generally speaking, people in China (elementary, elementary and advanced) are relatively strong. Now everyone thinks this has something to do with the 9*9 table (Britain has begun to learn from it), and Chinese is of great benefit to students' understanding of numbers. Numbers in Hindi are not simpler than those in English. I don't know from what angle the author of this book made this statement (does the subject understand the meaning of more arithmetic? Abstract mathematics is a trend, but primary education should not only make students feel the image; Furthermore, how can primary education be exposed to a lot of geometry? It should be some arithmetic. There is no doubt that this should be the best done by China people, so how can this title be taken away by Indians? ). Arithmetic ability is closely related to primary education and cultural inheritance. In ancient China and modern India (in fact, this is still the case now), the most important thing in modern India is arithmetic (algorithm for solving problems), not mathematics (which was discovered by Mr. Wu Wenjun when he studied the history of Chinese mathematics). Perhaps the scope of mathematics here is a little narrower, just like the mathematics accepted by G.H. Hardy in understanding trigonometric functions from images (don't always talk about geometry, mathematics (classical and modern) has some ambiguities, and I think the geometry mentioned in the main question should refer to images), which is certainly an effective way to adapt to primary education. Be sure to distinguish between exams (including competitions), arithmetic and mathematics. Do you want to finish the exam or learn arithmetic (engineer, engineering) or explore mathematics? If you learn the algorithm well just to cope with the exam, don't worry about anything, and don't learn the methods of other countries. As long as we firmly follow China's education and study textbooks well, we will certainly have an effect (this is not proved by any example, it is recognized by the world, and even Obama admires China's mathematics education). There is no doubt (although I am not G.H. Hardy, nor have I studied Fourier Teach You Trigonometric Functions in detail, but I have read it several times on the Internet), Hardy certainly won't think Fourier Teach You Trigonometric Functions is a math book (I can't even touch philosophy or logic), and even doubt whether the author of this book knows mathematics (in a narrow sense, Not including arithmetic) (I am interested in modern Korea () Learning trigonometry (trigonometric function+measurement) from a more mathematical point of view is not what elementary mathematics (elementary mathematics+advanced mathematics) should accomplish (strict series definition of trigonometric function and real geometry (learning knowledge of algebraic invariants)).

I wonder if the subject knows what mathematics is (this is actually a very philosophical point of view, especially for those who are engaged in mathematics or are determined to engage in mathematics). "Can we China people learn from them the strong methods of trigonometry and improve our mathematics level?" It is thought-provoking to improve our mathematics level. There should be three international mathematicians who spend most of their time in China, namely Feng Kang (finite element (differential equation)), Wu Wenjun (topology, mechanical proof (logic)) and Hua (theory of multivariable complex variable functions). After Mr. Hua returned to China, it was really the spring of mathematics in China. At that time, mathematics and chemistry could not be said to be ahead compared with Europe and America, but they could certainly hold their heads high. Many mathematicians (different from mathematicians) were born under his guidance and leadership, but before mid-spring, they entered winter again. Later (that is, around 2000), I interviewed Mr. Wu Wenjun and Mr. Chen Shengshen (currently the greatest China-born mathematician) and asked them the reasons why China's mathematics is not popular (this has a lot to do with it, and I wonder if I can go and see it; How to improve China's mathematics level is a matter of 65.438+04 billion people, but it actually concerns only a few people (just like Feng Kang, Wu Wenjun, Hua, Gu Chaohao, Su, Chen Jingrun and others, whose number of people in the last century did not exceed 65.438+000 as the symbol of China's mathematics in the last century). Listen to Mr. Yang Zhenning in 200 1 (or in 2002? ) In his speech (Beauty and Physics, the main theme of physics in the 20th century), he predicted that mathematics would first rise in China and gave his reasons. I thought of what Dr. Zhongshi said in Tsinghua on 20 17. I don't know whether to laugh or cry. This is probably the reason why I am not good at math.