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Ethnomathematics a multicultural view of mathematical
ideas 1st Edition Marcia Ascher Digital Instant Download
Author(s): Marcia Ascher
ISBN(s): 9780534148805, 1351449516
Edition: 1
File Details: PDF, 7.96 MB
Year: 2017
Language: english
ETHNOMATHEMATICS
A Multicultural View of Mathematical Ideas
ETSNOMÄTHEMATICS
A Midticultural V m ofMathematical Ideas

Marcia Ascher
Reprinted 2010 by CRC Press
CRC Press
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Published in 1991 by
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Taylor & Francis Group
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© 1991 by Taylor & Francis Group, LLC

Chapman & Hall/CRC is an imprint of Taylor & Francis Group

No claim to original U.S. Government works

International Standard Book Number-10: 0-412-98941-7 (Softcover)

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Ethnomathematics : a multicultural view of mathematical ideas / Marcia Ascher.
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To Bob
a c k n o w l e d g m e n t

My interest in the mathe­

matical ideas of traditional peoples began when I collaborated with an
anthropologist in a study of an Inca artifact that was said to be somehow
niunerical. That study became more extensive than I had anticipated,
and, as part of it, I had to rethink many of my ideas about mathematics
and about the relationship of mathematics and culture. I also became
increasingly conscious of the omission or misrepresentation of traditional
peoples in the mathematics literature. My additional investigations led
to the creation of a college-level course on the subject. Teaching this
course over the years required that I refine my thoughts and develop
means of conveying them to others. I am indebted to Claudia Zaslavsky

vn
 Acknowledgments

for making me aware of other scholars who were concerned with some­
what similar issues. The Wenner-Gren Foundation provided partial
support for the study of the Inca artifact, discussed in Chapter 1, and for
my study of graphs in cultures, discussed in Chapter 2.
The specific impetus to write this book was a conference at the Mathe­
matical Research Institute at Oberwolfach; there I found historians of
mathematics who welcomed new ideas. An invitation to spend the aca­
demic year 1987-1988 as a Getty Scholar at the Getty Center for the
History of Art and the Humanities in Santa Monica, California, provided
the opportimity to begin writing. The administration and staff of the
Center made every effort to make the year valuable and special. My
particular thanks to Carole Frick and Lori Repetti (then graduate stu­
dents) for their assistance and sincere interest in my work. Ithaca College
provided the reduction of one course so that I could complete the book.
Although they are also acknowledged in the text, I thank those who
permitted me to reproduce figures or photographs. My appreciation also
goes to all of those who helped by typing, reading parts of the manuscript,
suggesting further sources, and questioning and commenting on what I
wrote or what I said. I am especially grateful to the following reviewers of
the manuscript for their helpful comments: H.J.M. Bos of the University
of Utrecht, The Netherlands; Paul Campbell of Beloit College; Donald
W. Crowe of the University of Wisconsin; Ubiratan D ’Ambrosio of
UNICAMP, Brazil; James Rauff of Millikin University; Melanie
Schneider of the University of Wisconsin-Madison; Alvin White of
Harvey Mudd College; and Claudia Zaslavsky.
Above all, I thank my husband, Robert Ascher, for his encouragement,
critical reading, and constructive suggestions.

Marcia Ascher

Vlll
 o n t n t

Introduction i

one
Numbers: Words and Symbols 4

two
Tracing Graphs in the Sand so

three
The Logic o f Kin Relations 66

four
Chance and Strategy in Games and Puzzles 84

five
The Organization and Modeling o f Space 122

six
Symmetric Strip Decorations 154

seven
In Conclusion: Ethnomathematics 184

Index 201

IX
 n

Let us take a step toward a

global, multicultural view of mathematics. To do this, we will introduce
the mathematical ideas of people who have generally been excluded from
discussions of mathematics. The people are those who live in traditional
or small-scale cultures; that is, they are, by and large, the indigenous
people of the places that were “ discovered” and colonized by Europeans.
The study of the mathematical ideas of traditional peoples is part
of a new endeavor called ethnomathematics. Mathematicians and others
are usually skeptical of newly coined fields, wondering if they have
any substance. To answer this justifiable concern, we begin with quite
specific mathematical ideas as they are expressed and embedded in some

1
 I n t r o d u c t i o n

traditional cultures. Some of the peoples whose ideas are included are
the Inuit, Navajo, and Iroquois of North America; the Incas of South
America; the Malekula, Warlpiri, Maori, and Caroline Islanders of
Oceania; and the Tshokwe, Bushoong, and Kpelle of Africa. Only after­
ward will you find a discussion of the scope and implications of ethno-
mathematics and how it relates to other areas of inquiry.
The concept of culture is subtle and multifaceted; thus, to capture
its essence, the word has numerous definitions and elaborations. What
most have in common, and what is significant for us, is that in any culture
the people share a language; a place; traditions; and ways of organizing,
interpreting, conceptualizing, and giving meaning to their physical and
social worlds. Because of the spread of a few dominant cultures, there is
no culture that is completely self-contained or unmodified. The effects
that were wrought or things that were adopted or adapted concern us
only peripherally. We focus, rather, on what is called the ethnographic
present, that is, the period during which the traditional culture holds full
sway.
As is the case for well over 95 percent of all cultures, until very
recently each of the cultures we draw upon had no system of writing. As
a result, there are no early records by them in their ozvn words. Most of
our information is based on the writings of others who translated what
they heard and what they observed into their own terms. For Europeans,
the fifteenth and sixteenth centuries were a time of exploration. They
discovered then, and continued to discover, that there were many people
in the world living in ways quite different from their own. Explorers,
traders, and missionaries wrote about thè people they encountered but,
because these people were so different from themselves, the descriptions
vary considerably in reliability. During the late nineteenth century,
but particularly during this century, more meaningful descriptions and
greater understanding became available with the growth of the fields of
ethnology, culture history, and linguistics. From twentieth-century in­
sights, theories, and knowledge, we have come to understand that there
is no single linear path along which cultures progress, with some ahead
and others behind. Cultiures share some ideas but not others. Even where
an idea is the same or similar, it will be differently expressed and have
different contexts in different cultures. This is as true for mathematical
ideas as it is for other ideas; the Western expression is but one of many.
Among mathematical ideas, we include those involving number,
logic, spatial configuration, and, even more significant, the combination or
organization of these into systems or structures. Our interest is this broad
realm of mathematical ideas. Mathematics has no generally agreed-upon
definition; it means to some whatever was included in their school or
 I n t r o d u c t i o n

college courses and to others whatever is done by the Western profes­

sional class called mathematicians. Some attempts to define mathematics
emphasize its objects of study and others its methods; some definitions
are extremely narrow and others exceptionally vague and broad. In
general, however, concerns about what mathematics is are generally in
the domain o f philosophers and the historians w ho write its history.
Their opinions have changed through time as new lines of inquiry de­
veloped, as earlier assumptions were reexamined, and, most particularly,
as the ensemble of beliefs in the world around them changed. In any case,
their definitions of mathematics are based solely on the Western expe­
rience even though they are often phrased universally. As a result, the
category “mathematics” is Western and so is not to be found in tradi­
tional cultures.
That is not to say that the ideas or concepts we deem mathematical
do not exist in other cultures; it is rather that others do not distinguish
them and class them together as we do. The same is true for many of our
categories; art, work, and entertaiiunent are but a few other examples
that have no direct analogue in other cultures. Indeed, how people
categorize things is one of the major differences between one culture and
another. So, to avoid being constrained by the Western connotations
of the word mathematics, we speak, instead, about mathematical ideas.
The particular ideas, the way they are expressed, the context and idea­
tional complex of which they are a part, vary depending on the culture.
The contexts could be, for example, what Westerners designate as art,
navigation, religion, record keeping, games, or kin relations. These are,
in fact, some of the contexts for the ideas we discuss. Further, our
discussion places these ideas within their proper cultural and ideational
contexts so that they remain the ideas and expressions of others and do
not become just pale reflections of our own.
Nonetheless, despite viewing the mathematical ideas of others in
their contexts, we must keep in mind that we are limited by our own
mathematical and cultural frameworks. It is more likely that we can see
or understand those ideas that are in some way similar to our own, while
ideas that that we do not in some way share may escape us. Moreover,
as we try to discuss the ideas of others, we will, of necessity, recast them
into our Western mode. And, at times, in trying to convey the significance
of ideas, we will do so by elaborating on our Western expressions of them.
Throughout, we differentiate—and trust that the reader will do so as
well—between mathematical ideas that are implicit and those that are
explicit, and between Western concepts that we use to describe or explain
and those concepts we attribute to people in other cultures.
 h a

Numbers:
Words and
Symbols
 A- ,i-|^ k-,.-i ,S';-?.'4;:;i'-

4 f -i i: :::i '

o n

■^=2^ Counting numbers are often

the first association we make with things mathematical, and so that is
where we shall begin. At the start, a strong distinction must be made
between spoken words and symbols. Our written words, one, two, three,
and so on, are symbols that represent the sounds of the spoken words;
we also represent numbers by the written symbols 1 ,2 ,3 .... We say the
word two when we encounter the letter combination t-w-o or the s5mibol
2, but we do not need these symbols to know or use the spoken word.
For now we are discussing only spoken words; later we will discuss
symbols as well.
Basically the number concept is the recognition of a single entity
combined with the understanding that another can be added to it, another
 C h a p t e r One
then added to that aggregate, another to that, and so on. The and so on
is crucial—the process can be extended indefinitely. Niunber words are
simply the names given to the series that is so formed. The capacity to
coimt is a human universal related to human language. It reflects an
extremely important property that distinguishes human language from
other animal conununication systems. The property is discrete infinity,
that is, humans create sentences that can contain an unlimited number
of discrete words. Different cultures make different use of the counting
facility; some generate lots of number words and a very few generate
almost none. How many words are generated does not reflect differences
in capability or imderstanding; it reflects the degree of number concern
in the culture.
In Western culture there is belief that numbers carry a great deal of
information. The belief has become particularly pervasive over the last
hundred years. We are asked almost daily to answer some question of
“How many?” But we are often imeasy that the numerical answer will
not really convey the essence of what should be conveyed. “How many
bedrooms in your house?” “Two, but one is so small th a t. . . ” or “How
many hours a day do you work?” “Well, it depends o n ... ” An increase
in the uniformity of material goods has been concomitant with the growth
in viewing many things as standardized luiits rather than as intrinsically
unique. Thus, the number of TV sets in the United States, the number
of hamburgers sold in a fast-food chain, the number of highway deaths
are the kinds of facts that bombard us daily. Our belief in the objectivity
of numerical statements is so strong that we associate munbers with
human intelligence via IQ’s, college readiness via SAT scores, and even
happiness or satisfaction via other scores. Most other cultures have less
belief in the value of the information conveyed by numbers. This differ­
ence in concern may be associated with technology or population size or
the domination of other interests such as spirituality, aesthetics, or hu­
man relations. A few native Australian groups, for example, are noted
for their lack of interest in numbers. They are also noted for the richness
of their spiritual life and overriding focus on human relations. Perhaps
most important, however, is that many other cultures value contextual
understanding rather than decontextualization and objectivity.

The conclusion that the count­

ing facility is intrinsic to being human is based on both contemporary
linguistic theory and accumulated evidence. It resolves a question that
had caused much speculation among mathematicians. The question was
 N u m b e r s : Wor ds and S y m b o l s

how numbers originated, whether they were invented or discovered, and,

in either case, by whom. Philosophers of Western mathematics, con­
cerned with clarifying the foimdations of mathematics, debated whether
the “natural” numbers (positive integers) could be assumed or whether
they needed definition. Those who defined them did so in ways that
directly im ply that (a) “one” is a natural num ber and (b) if some “x” is
a natural number, so is its successor. This formal version reiterates our
earlier statement: among the natural numbers there is some entity (we
call it one); since one is a natural number so is one plus one (we call it
two); then since two is a natural number, so is two plus one (we call it
three), and so is its successor (we call it four), and so on. Another
philosophical school, the Intuitionists, found it inappropriate to give a
definition of the natural numbers because their construction is indeed
natural to all human beings.

--1 When creating number words,

a culture could, and some few do, give each number an independent
name. However, the set of number words of a culture is generally pat­
terned and has implicit within it arithmetic relationships.
Consider our set of numerals. It basically consists of root words for
one, two, three through nine, ten, hundred, thousand, and million. These
are then used and reused in a cyclic pattern based on a cycle length of
ten: one through ten, then eleven through twenty, twenty-one through
thirty, and so on imtil ten such cycles reach one hundred. From there to
two hundred, the ten cycles of ten are repeated. Ten repetitions of this
larger cycle reach to one thousand, and then one thousand of these still
larger cycles reach to one million. Thus there are cycles of ten within
cycles of hundred, within cycles of thousand, within cycles of million.
Further, the number words within the cycles reflect implicit multi­
plication and addition. For example, implied in seventy-three is (seven
times ten) plus three and in four hundred and forty seven is (four times
one hundred) plus (four times ten) plus seven.
In the diverse sets of numeral words from other cultures there are,
of course, different sets of root words. Althotigh many numeral systems
have some cyclic pattern, the basic cycle lengths vary. And there are even
differences in the implied arithmetic operations. The cyclic constructions
underscore the open-ended, extendable nature of numbers, and the im­
plicit operations reinforce that they are from an interrelated set. As an
example, consider Nahuad numerals. Nahuatl is a language of Central
Mexico. There are root words for what we would symbolize as 1 through
 Chapt er One

5, 10, 15, 20, 400, and 8000. The numerals have a cyclic pattern based
on cycles of length twenty. Just as our cycle based on ten has a root word
for ten times ten (hundred), so this pattern has a root word for twenty
times twenty (four himdred) and for twenty of those (eight thousand).
Within the cycle, there are reference points at five, ten, and fifteen. The
implied arithmetic operations are addition and multiplication. Combin­
ing these, and using our symbols only as shorthand for their words, the
Nahuatl number words can be described as:

1 11 implies 1 0 + 1
2 12 implies 10 + 2
3 13 implies 10 + 3
4 14 implies 10 + 4
5 15
6 implies 5 + 1 16 implies 15 + 1
7 implies 5 + 2 17 implies 15 + 2
8 implies 5 + 3 18 implies 15 + 3
9 implies 5 + 4 19 implies 15 + 4
10 20
21 implies 2 0 + 1
36 implies 20 + (15 + 1)
41 implies (2 x 20) + 1
56 implies (2 x 20) + (15 + 1)
72 implies (3 x 20) + (10 + 2)
104 implies (5 x 20) + 4
221 implies [(10 + 1) x 20] + 1
400
463 implies 400 + [(3 x 20) + 3]
7463 implies [(15 + 3) x 400] + [(13 x 20) + 3]
8000
8861 implies 8000 + (2 x 400) + (3 x 20) + 1.

Another language with a cyclic pattern based on twenty is Choi, a

Mayan language spoken in northern Chiapas, Mexico. This, too, has a
reference point at ten, but none at five or fifteen. The implied operations
are also addition and multiplication. However, above twenty, in one of
its numeral forms, the combination of these elements is distinctly diifer-

8
 Numbers: Words and Symbol s

ent and is sometimes referred to as overcoimting; a numeral is related to

the next higher cycle rather than the preceding one. The root words in
the set are one through ten, twenty, four himdred, and eight thousand.
Using ten as a reference point, the words for eleven through nineteen
imply (ten plus one), (ten plus two), (ten plus three),... (ten plus nine).
Then, for example:

21 implies 1 toward (2 x 20)

36 implies (10 + 6) toward (2 x 20)
500 implies (5 x 20) toward (2 x 400)
564 implies 400 + [4 toward (9 x 20)]
1055 implies (2 x 400) + [(10 + 5) toward (10 + 3) x 20]
8861 implies 8000 + (2 x 400) + [1 toward (4 x 20)].

Nahuatl and Choi numerals both have cycles based on twenty, but
languages with number word cycles based on four, five, eight, and ten
are also reportedly common, some with and some without additional
reference points within the cycles. Yet other languages have other types
of number word patterns. One such example is Toba (western South
America) in which the word with value five implies (two plus three), six
implies (two times three), and seven implies (two times three) plus one.
Then eight implies (two times four), nine implies (two times four) plus
one, and ten is (two times four) plus two. There is also implied subtraction
in, for example, some Athapaskan languages on the Pacific Coast. In
them, eight implies (ten minus two) and nine implies (ten minus one).
The foregoing illustrations have been drawn from Native American
languages. They do reflect, however, the diversity foimd throughout the
world. For all of them, it is important to keep in mind that number words
are historically derived; they are not formulas and none are any more
sensible or necessary than others. There is an often-repeated idea that
numerals involving cycles based on ten are somehow more logical because
of human fingers. The Yuki of California are said to believe that their
cycles based on eight are most appropriate for exactly the same reason.
The Yuki, however, are referring to the interfinger spaces. For each
people, their own number words are simple, obvious, and spoken without
recourse to arithmetic or calculation. And, to emphasize that number
words constructed differently from our own are not confined to non­
literate peoples, we conclude with two European examples. In French
number words, there are cycles based on ten, but, within them, starting
at sixty, a cycle based on twenty intrudes. Again, using symbols as
shorthand for their words:
 Chapt er One

60 implies (6 x 1 0 ),..., 69 implies (6 x 10) + 9, but then

70 implies (6 x 10) + 10
71 implies (6 x 10) + 11
72 implies (6 x 10) + 12

80 implies (4 x 20)
81 implies (4 x 20) + 1
82 implies (4 x 20) + 2

99 implies (4 x 20) + (10 + 9).

And, in Danish,

20 impl es (2 X 10)
30 impl es (3 X 10)
40 impl e s (4 X 10)
50 impl es (3 - §) X 20
60 impl es (3 X 20)
70 impl es (4 —^) X 20
80 impl e s (4 X 20)
90 impl es (5 - i ) X 20.

Another aspect of language in­

timately connected with number words is numeral classifiers. These
occur in a considerable number of the world’s languages including Chi­
nese, Japanese, almost all of the languages in Southeast Asia, numerous
languages in Oceania, some African languages, and a few European
languages such as Gaelic and Hungarian. Numeral classifiers are terms
that are included when number words are spoken with nouns. They
convey information about the nouns that is qualitative rather than quan­
titative but, nevertheless, a necessary part of making quantitative state­
ments. The munber of different classifiers within a language varies con­
siderably. Some have as few as two classifications; others have as many
as two hundred.
A simple illustration is the language of the Maori, the indigenous
people of New Zealand. When a statement is made about a number of

10
 N u mb e r s : Wor ds and S y m b o l s

human beings, it must contain the classiñer for humans. It is as if we

were to say “five humans women” or “five humans Californians.” No
other numerical statement has a classifier. The distinction between hu­
mans and everything else or between the animate and inanimate is com­
mon to almost all languages using classifiers. Earlier we noted that many
other peoples have more concern for context. In this use of classifiers,
there is an insistence that the significant characteristic of life be carried
along with any statement of number.
As yet there is no imanimity on classifiers. Some linguists believe
they are counterparts of measures used with continuais, such as water.
We cannot count water without introducing something discrete with
which to measure it, such as “five cups of water” or “five gallons of
water.” Or it may be that the classifiers are sets to which the particular
objects belong or that they prepare the hearer for qualities of the objects
being counted. But, in any case, the classifiers are a link between quantity
and quality. In some languages, classifiers are used only with small
numbers; in some languages, they are not used with ten, hvmdred, thou­
sand, or whatever is comparable depending on the cycle size; and in Thai,
for example, the presence of a classifier with large numbers implies an
actual count was made, whereas its absence implies estimation or approx­
imation.
In the example of the Maori, a clear distinction between classes was
possible: human versus everything else. For most languages such state­
ments are not possible. Lists can be made of nouns that need a particular
classifier and sometimes it can be stated, more or less, what characteristics
emerge from these nouns as a group. These descriptions give insight into
how others categorize the world, but they do not lead to generalizations
that match our conceptual categories. Beyond the association of nouns
and their characteristics with the classifiers in a particular langtiage, there
are commonalities across languages. The most basic distinction, as we
noted previously, is animate versus inanimate and, within that, human
versus nonhuman. Sometimes humans are further classified by either
social rank or kinship. For inanimate things and sometimes even non­
human animate things, shape is often involved. Distinctions are based
on dimensionality (long versus flat versus spherical) and size (small
versus large) combined with rigidity versus flexibility. These distinc­
tions, of course, introduce another idea of mathematical importance,
namely that geometric properties are particularly significant in these
classificatory schemes.
For some specific examples, we introduce two languages from Mi­
cronesia with numeral classifiers that are few or moderate in number.
Gilbertese is spoken on the Gilbert Islands, now part of the Republic of

11
 Chapter One

Kiribati, where people live primarily by fishing and by eating coconuts,

pandanus, breadfruit, and taro. While their classifiers reflect some of the
general ideas mentioned previously (animacy, human groups, flat things,
round things, elongated things), they also reflect the specifics of their
environment. The classifiers, denoted here by (a)-(r), are:

a. animates (except for fish longer or larger than people), spirits, and
ghosts
b. groups of humans, especially family groups
c. days
d. years
e. generations
f. coconut thatch
g. bundles of thatch
h. rows of thatch
i. rows of things (except of thatch)
j. layers
k. pandanus fruit
l. elongated things (posts, bones, dried pandanus fruit stored in long
tubular containers, fish larger or longer than the speaker, fingers,
sharks)
m. leaves, pages of books, playing cards
n. baskets, dances
o. customs
p. all modes of transportation
q. things from which edibles are detached (trees, plants, shrubs, fish­
hooks, land sections)
r. general (often replacing other classifiers of inanimates and used for
serial counting).

Since the Gilbertese classifiers become aflixed to the number words, it

would be as if we were to say “sixp ships,” “sixl fingers,” or “ sixr
houses.” Kusaiean, another Micronesian language, has just two classifi­
cations, which also combine into the number words. The two are
(a) four-legged animals, insects, fish, forms of transportation, and
elongated or pointed objects—including rivers or roads; and (b) all other
nouns, including humans, fruits, nets, atolls, trays, and all ordinals.
A more elaborate classification scheme is oudined in Chart 1.1. The
fifty-five numeral classifiers of the Dioi language (spoken in Kweichow
Province, S. China) are denoted in the chart as:

12
 Numbe r s : Words and Symbol s

(a),. . . , (z), (aa),. . . , (zz), (aaa), (bbb), (ccc).

As nonspeakers of the language, we may not see the classes as mutually

exclusive or exhaustive, and we cannot easily understand or summarize
them. But, most important, as you read through the chart, keep in mind
that these are distinctions for numerical statements. Five (k) roses con­
veys flowers as well as the number five; in Dioi the five alone is insufficient
and improper.

C hart 1.1. Dioi numeral classifiers

a. Debts, credits, accounts b. Mountains, walls, territory
c. Legal processes, legal affairs d. Forensic affairs, tribunal affairs
e. Opium pipes, whistles, etc. f. Sores, wounds, blows
g- Rice fields h. Showers, storms
i. Nets, mesh )• Letters, packages
k. Flowers 1. Debts
m. Clothing, covers, bedclothes n. Pieces of cloth
o. Potions, medicines p. Children, sons, etc.
q- Plants on the stalk, trees r. Shavings, etc.
s. Pairs of things t. Feasts, rounds of drinks
u. Skins, mats, carpets, peels/coatings, covers
V. Books as volumes, books o f one volume
w. Books composed of multiple volumes, account books, registers
X. Books in one volmne, single volumes o f a book, books, registers
y. Old people, government men, persons whom one respects
z. Persons, spirits, men, angels, God, workers, thieves
aa. Girls, young women
bb. Sheets o f paper and of other materials, napkins, planks; titles to property;
accusations and other writings
cc. Flat stones, planks, fields, large rocks, cakes o f glutinous rice
dd. Routes, rivers, cords, carrying poles, chains
ee. Aspeas, features of things, characteristics, traits
ff. Things strung on threads or rods as meat, beads
gg- Pieces o f meat, bones, keys, locks, combs, brushes, feather dusters
hh. Certain flat things such as planks, beams, wood shavings, tiles, rice cakes
ii. Children, small pieces o f money, small stones and pebbles
jj- Pieces of things and things generally spherical, such as heads, stones, fists,
money, mountains
kk. Common objects such as houses, boats, furniture, plates and dishes, fire­
arms; abstracts
11. Living beings including birds, fishes, animals, friends, persons, thunder,
rural spirits
mm. Things in clusters such as grapes, strings of mushrooms, collars of bells
for horses

13
 Chapter One

Chart 1.1 {corn’d)

nn. Objects that come in pairs and are rarely separated, such as shoes, arms,
chopsticks
oo. Things that have handles or arms, such as knives, hoes, many tools
pp. Large beams, boards, hewn stones
qq. Certain things that come in pairs or tens, such as services of bowls, parallel
inscriptions
rr. Speech phrases, sentences, events, affairs
ss. Long, rigid things such as poles, sticks, pipes, columns
tt. Covers and bedclothes, drapes, linens
uu. Pieces of money
w. Some objects such as swing plows, harrows, looms
ww. Needles, pins, and other sharply pointed objects
X X. Certain flat, very thin things such as sheets of paper, large leaves, coattails,
flaps of clothing
yy. Grains, pills, things in granular form, shot for a gun, buttons, drops of rain
zz. Skeins or hanks, bobbins of thread, tied handfuls of vermicelli, small sticks
of incense
aaa. Things strung on lines or rods; fish on strings, meat on skewers
bbb. Objects that present a flat surface, slices of meat, sheets of paper or cloth,
fields, flat cakes of glutinous rice, dresses/clothing
ccc. Hands and feet and objects of similar form, such as ginger root, columns
in rows in front of a house, honeycombs, etc.

An early misunderstanding of
numeral classifiers became translated into a significant mathematical
misunderstanding of nonliterate peoples. The theory of classical evolu­
tion, a late-nineteenth-century/early-twentieth-century paradigm, as­
sumed that there was a single linear evolutionary path leading from
savagery to civilization in a series of predestined stages. What appeared
to be different number words for different things were taken to be from
earlier stages before the general concept of number was understood. To
this day, many histories of mathematics associate ntimeral classifiers only
with nonliterate people and repeat that peoples using them do not under­
stand that two human fishermen and two long things bananas both contain
the same concept of two. From this, these historians concluded that such
people are incapable of abstraction. But it is clear that numeral classifiers
combined into or coupled with number words do not interfere with the
concept of number. It would be no less abstract and no less tmder-
standing of seven hundred if one had to say seven hundred human traffic
fatalities rather than seven himdred traffic fatalities. We would not bela­
bor the point if the implications of this misunderstanding were not

14
 N u mb e r s : Wor ds and S y m b o l s

so mathematically crucial and pervasive as well as persistent. There is

ample evidence that it is time to move ahead.

At the start of this chapter, we

made a strong distinction between spoken number words and number
symbols. Now, as we discuss number symbols, we must make a further
distinction between symbols that are marks conveying speech sounds and
those that are not. When we see, for example, our number symbol 8, we
associate with it our spoken word eight. If, instead, we were French, we
would associate the same symbol with the spoken word huit. Different
words can be used because the number symbol does not represent the
sound of the number word; it represents the concept behind the word.
Furthermore, the shape and form of the symbol could be different and
yet still represent the same concept and, hence, be associated with the
same word. VIII, for example, is also a symbol for which we say eight.
The written letter combination e-i-g-h-t conveys to us the same meaning.
That letter combination, however, does represent the sound of our num­
ber word as contrasted to 8 and VIII, which do not.
The distinction that we are drawing is between recorded number
symbols and written words. Not all peoples had recorded number sym­
bols just as not all peoples had writing. The two, however, are often so
closely linked that their differences are overlooked. We will look at the
recorded number symbols used by the Incas. It is a particularly interest­
ing example because the Incas had no writing; all of the records they did
have were encoded on spatial arrays of colored knotted cords called
quipus. Our earlier examples were brief, and this will be otm first extended
one with more about the mathematical idea involved and more about the
cultural complex in which it is embedded.
Numbers played a significant and extensive role in the Inca quipus.
They were used not only for quantities but also as labels. Consider the
use in our culture of telephone numbers, for example, the telephone
number 207-276-5531. The three digits 207 are an area code; they identi­
fy that the telephone is in the state of Maine. Then 276 stands for a region
within that area, namely Mt. Desert Island, and, finally, 5531 specifies a
particular phone on that island. A quantity answers a question such as
“How much?” or “How many?” or “How long?” A label is simply an
identifier that could just as well be letters or any familiar shapes. It makes
sense to do arithmetic with numbers that are quantities. But, on the
other hand, to double a phone number and add three would have no

15
 C h a p t e r One
meaning. There are increasingly many number labels in the world arotmd
us—your social security munber, the ISBN number of this book, the
product codes on most everything that is purchased, and so on. The more
information we process by computers, the more such number labels are
used. Part of the power of computers is that they can electronically
represent, store, and process both quantities and labels. The quipus are
records, not calculating or processing devices. The combined use of
numbers as quantities and numbers as labels made the quipus sufficiently
flexible to serve as the only record-keeping system of a large, complex,
bureaucratic state.
How these quantities and labels were organized and what more is
known about the logical-numerical system of the quipus is another longer
story. Here we coniine ourselves to how numbers, whether they be
quantities or labels, were symbolized. Because the medium is so different
from our own, some rudiments of the quipu’s construction and logic are
needed. But first we shall introduce the Incas and the important role that
quipus played in their communication network.

The Incas, as we use the term,

were a complex culture of three to five million people that existed from
approximately 1400 to 1560 a.d . The region they inhabited is described
today as all of the country of Peru and portions of Ecuador, Bolivia, Chile,
and Argentina. The terrain varies from coastal deserts to tropical forests
to the motmtainous highlands of the Andes. Many different groups were
in the region but, starting about 1400, one of the groups, the Incas, moved
slowly and steadily upon the others. The groups retained many of their
individual traditions but were forcibly consolidated into a single bureau­
cratic entity. Using but extending various aspects of the cultures of the
different groups, the Incas achieved consolidation by the overlay of a
common state religion and one common language, Quechua; the broad
extension of a road system and irrigation systems; the imposition of a
system of taxation involving agricultural products, labor, finished prod­
ucts such as cloth, and even lice if that was all one had; the relocation
of groups of people; and the building and use of storehouses to hold and
redistribute agricultural products as well as to feed the army as it moved.
Within about thirty years after the Europeans reached the Andes and
“discovered” the Incas, the Inca culture, in essence, was destroyed.
Because the Incas had no writing, we have no information about
them in their own words. What information we do have is fragmentary:
some comes from the chronicles of Europeans who were a part of the very

16
 Numbers: Words and Symbol s

group that justified its destructive acts on the basis of cultural superiority.
Some is obtained from the study of Inca artifaas that survived, and
among these artifacts are the quipus. In Inca practice, people were buried
with objects they had made or used while alive. All of about 500 quipus,
that today are housed in museums through the world, were recovered
from gravesites in relatively dry coastal areas.
The Incas can be characterized as methodical, highly organized,
concerned with detail, and intensive data users. The Inca bureaucracy
continuously monitored the areas under its control. They received many
messages and sent many instructions daily. The messages included de­
tails of resources such as items that were needed or available in store­
houses, taxes owed or collected, census information, the output of mines,
or the composition of work forces. The messages were transmitted rap­
idly using the extensive road system via a simple, but effective, system
of runners. A runner carried a message from the posthouse where he was
stationed to the next posthouse on the road, where a new runner stood
ready to take the message the next few miles to another posthouse, and
so on. The messages had to be clear, compact, and portable. Quipu-
makers were responsible for encoding and decoding the information.
In each of the occupied regions, the Incas selected a few people with
some local standing and sent them to Cuzco, the capital, to learn Inca
ways in general and quipumaking in particular. The people then remmed
home to serve as bureaucrats in the Inca administration. In addition to
dealing with resources, the messages on quipus, according to the Spanish
chroniclers, were as varied as ballads, peace negotiations, laws, and state
history.
A quipu is an assemblage of colored knotted cotton cords. Among
the Inca, cotton cloth and cordage were of great importance. Used to
construct bridges, in ceremonies, for tribute, and in every phase of
the life cycle from birth to death, cotton cordage and cloth were of
unparalleled importance in Inca culture and, hence, not a surprising
choice for its principal medium. The colors of the cords, the way the
cords are connected together, the relative placement of the cords, the
spaces between the cords, the types of knots on the individual cords, and
the relative placement of the knots are all part of the logical-numerical
recording. Figure 1.1 shows a quipu in the rolled form in which it was
probably transported. Figure 1.2 shows the same quipu unrolled. Just
as anything from simple scratch marks to complex mathematical nota­
tion can be contained on a piece of paper or a blackboard, the logical- Figure 1.1. A quipu that
is completed and rolled
numerical system embedded in the cord arrays sets them quite apart from (courtesy of the Smithsonian
any other knotted cord usage by individuals or groups in other cultures. National Museum,
The quipus are distinaively Inca and unique to them. Washington, D.C.)

17
 Chapt er One

F igure 1.2. The quipu o f Figure 1.1 unrolled

In general, a quipu has one cord, called the main cord, that is thicker
than the rest and from which other cords are suspended. When the main
cord is laid horizontally on a flat table, most of the cords fall in one
direction; these are called pendant cords. Those few that fall in the
opposite direction are called top cords. Suspended from some or all of the
pendant or top cords are other cords called subsidiary cords, and there can
be subsidiaries of subsidiaries, and so on. Sometimes a single cord is
attached to the end of the main cord. Because it is attached in a different
way from the pendant or top cords, it is referred to as a dangle end cord.
All the attachments are tight so that once the quipu is constructed, the
cord positions are fixed. A schematic of a quipu is shown in Figure 1.3.
In that illustration, by spacing along the main cord, the pendants are
formed into two different groups. And the first cord has two subsidiaries
on the same level, while the fourth cord has subsidiaries on two different
levels. Pendant cords, top cords, and subsidiary cords range from 20 to
50 centimeters in length. A quipu can be made up of as few as three cords
or as many as 2000 cords and can have some or all of the cord types
described.

18
 Numbers: Words and Symbol s

Subsidiary cord

Subsidiary
cords

Figure 1.3. A schematic of a quipu

The colors of the cords are important. A cord can be made up of

several strands of a single color or a combination of differendy colored
strands. An entire quipu can be made up of cords of a single color or can
have as many as 50 or 60 different colors or color combinadons. Just as
spacing along the main cord associates some cords and distinguishes them
from others, color also associates and distinguishes cords. A color—say,
red—did not have a specific universal meaning; it marked, within the
context of a particular quipu or set of quipus, a relationship to other red
cords and differences from, say, blue cords.
The type and level of the cords, the relative spacing of the cords,
and the colors of the cords were used to create the logic of a quipu array.
The knots on the cords then represent the numbers appropriately placed
into this specific arrangement. Consider, for example, a record that we
might keep of the number of potatoes consumed by four different fami­
lies, broken down within each family by men, women, and children. We
might arrange these, as in Figure 1.4, into four columns of three rows
each. If we were using a quipu rather than a sheet of paper, we might use
spacing to form four groups of three cords each where each group
contains the data for one family, and, within each group, the munbers for
the men, women, and children are on the first, second, and third pen­
dants, respectively. Or, instead, the families might be distinguished from

19
 Chapt er One

each other by color, such as red (i?) for family 1, yellow (Y) for family
2, and blue (B) and green (G) for families 3 and 4 (see Figure 1.5). There
are several other assortments of spacing and color that could be used to
organize these data. But one particular use of color had important ramifi­
cations for the Inca mode of number representation. Continuing with
our potato consumption example, let the colors red (B), yellow ( Y), and
blue (B) be associated with men, women, and children, respectively.
Then each consecutive repetition of the color pattern red-yellow-blue
would be another family. The significance of this technique is that
pendants can be omitted from a group without ambiguity when the
category with which it is associated is inapplicable. As you look at Figure
1.6, note that the color blue has been omined for the third family; that
is, there will be no potato consumption recorded for children because
family 3 has no children. This elimination of “blanks” makes for com-
pacmess but, more crucial, it clarifies that a cord that is present with no
knots has some other meaning.

Family 1 Family 2 Family 3 Family 4

Men
Women
Children

F igure 1.4. Layout of potato consumption record

Groups by spacing

Groups by color

R R R Y Y Y B B B G G G
F igure 1.5. Quipu layouts of potato consumption record

20
 N u m b e r s : Wor ds and S y m b o l s

R R R R B
Figure 1.6. Another quipu layout of the potato
consumption record

Number representation on quipus is of an exceptionally sophisti­

cated type. In fact, although the symbols are made up of knots rather
than marks on paper, it is basically the same as ours. It is a base 10
positional system. Although our familiarity with our own system makes
it seem most obvious, it is but one of many possible systems and its
development took about 4000 years. To clarify what is meant by our base
10 positional system, consider the meaning of 2308. In our system, there
are just 10 individual symbols; 0, 1, 2, 3,4, 5, 6, 7, 8, 9. To express any
value, we select from these and place them in some order. The value of
the collection depends on where the individual symbols are placed. The
collection has the value (2 x 1000) + (3 x 100) + (0 x 10) + (8 x 1).
Each consecutive position, moving to the left, is multiplied by 10 another
time. The number of times 10 is multiplied is called the power of ten, and
so each consecutive position is one higher power of 10. The concept of
a base positional system is not tied to the base 10; any positive integer
above 1 could be used just as well. For example, if the base is 7, only 7
individual symbols are needed. The value of any collection of these
depends on where each symbol is placed but, in base 7, each consecutive
position, moving to the left, is one higher power of 7. With this positional
rule and using our individual symbols 0,1, 2, 3,4, 5, 6, any value can be
represented. The colleaion 6505 interpreted in the base 7 positional
system means (6 x 343) + (5 x 49) + (0 x 7) + (5 x 1). It has the same
value as what was symbolized in the base 10 as 2308.
To fiilly appreciate the significance of a base positional system,
consider the system of Roman numerals, which is not of this type. It was
one of the systems in use in Europe through the seventeenth century and
is still in use today in some contexts in Western culture. The individual
symbols are I, V, X, L, C, D, and M. In our base 10 notation, the values
of these are 1, 5, 10, 50, 100, 500, and 1000, respectively. Although the
value of a symbol colleaion depends on where the symbols are placed.

21
 C h a p t e r One
it is the relationship of the value of a symbol to the value of nearby
s}miboIs that is of importance rather than the positions of individual
symbols per se. For example, the value of a collection is the sum of the
individual values if the symbols decrease in value as you move to the
right. Thus, XVI translates into our 16 because it is interpreted as
10 + 5 + 1. On the other hand, subtraction is indicated when a symbol
of smaller value precedes one of larger value; IX translates into our 9. In
the collection MCMXLIV, both the additive and subtractive principles
are involved. A direct translation of each symbol in this collection is
1000, 100, 1000, 10, 50, 1, 5. Since the 100 precedes the 1000, it is
subtracted from it as is 10 from 50 and 1 from 5, but these differences
decrease in value and so their results are added. In all, the collection is
translated as:

1000 + (1000 - 100) + (50 - 10) + (5 - 1) = 1944

The formation of a symbol collection is less clear as there are no complete

explicit rules. For example, the value written in our system as 80 could
be written in Roman numerals as XXC (interpreted as 100 — 10 — 10)
or as LXXX (interpreted as 50 + 10 + 10 + 10). LXXX is used because,
in general, only a single symbol of lesser value immediately precedes a
symbol of greater value.
An important contrast between a base positional system and the
Roman numerals is that, in a base positional system, no new symbols are
needed as numbers increase in magnitude. However, with the Roman
numeral symbols introduced so far, large numbers would be difficult to
represent. A number with value as large as our 120,000 would have
required a collection of 120 consecutive M ’s. Although they are rarely
seen now, additional symbols were used to indicate thousandfold. One
such form was a horizontal stroke above a number so that CXX, for
example, would be translated as: 1000(100 + 10 + 10) = 120,000. An­
other contrast is that the size of Roman numeral representation is not
related to the magnitude of the number. The single symbol M, for
example, is greater in value than the collection XXXVIII, whereas in a
base positional system the size of the representation and the value are
always related.
Above all, however, the most important feature of any base posi­
tional system is that it simplifies and enables arithmetic. Because there
are a limited and specific set of symbols and explicit rules for forming them
into other symbols, general arithmetic principles can be developed and ex­
plicitly stated. Some historians of Western mathematics have even attri-

22
 N u mb e r s : Wor ds and S y m b o l s

buted Western progress in arithmetic and calculation to the advent of

our base 10 positional system.
There are some similarities between the concepts underlying a base
positional system and the cycles and arithmetic relationships that are seen
in the number words of many cultures. For our own words, the cycle is
of length 10, but, as we have noted, other cycle lengths are also used.
Despite the similarity in our case, where number symbols do exist, the
number words and number symbols need not correspond. The French,
for example, imply (4 x 20 + 3) in quatre-vingt-trois, their word for their
base 10 symbol 83. And, we still say one thousand nine hundred and
forty-four, although we write MCMXLIV.
It should be clear now that, although the base 10 positional system
is most familiar to us, the Inca use of it was neither necessary nor to have
been expected. They might not have had a positional system at all, and
even with a positional system, they need not have chosen the base 10.
On individual quipu cords, whether they are pendants, top cords,
subsidiaries, or dangle end cords, there are only three types of knots:
single knots (simple overhand knots), long knots (made up of two or more
turns), and figure-eight knots (see Figure 1.7). Knots are clustered to­
gether and separated by space from adjacent clusters; each cluster con­
tains from no knots to nine knots. Basically, the knot clusters represent
the digits. The data can be one number or multiple numbers. Where the
knots on a cord form one number, it is an integer in the base 10 positional
system. From the free end of a cord to where it is attached to another Figure 1.7. The three
types of knots
cord, each consecutive cluster position is valued at one higher power
of 10. The units position is further distinguished from the other positions
by the type of knot used; it has long knots, while the other positions have
clusters of single knots. Because of the way long knots are constructed,
there cannot be a long knot of one turn, and so a figtire-eight knot is used
for a one in the units position. Where the knots on a cord represent
multiple numbers, reading from the free end of the cord, each long knot
(or figure-eight knot) is the units position of a new number.
The concept of zero is important in itself, but it is crucial to any
base positional system. Our number 302, for example, has a value that is
quite different from the values of 3002 or 32. Without a zero—that is,
something standing for nothing—we could not know which was in­
tended. In its entirety, the concept of zero has three aspects:

a. that “nothing” is identified in some way;

b. that a position can contain “nothing” yet contribute to the overall
value of a number; and

23
 C h a p t e r One

c. that “nothing” can stand alone and be treated as a number in and of

itself.

On the quipus, zero is indicated by the absence of knots in a cluster

position. Lack of a special symbol causes little ambiguity because other
devices are used instead. The tmits position is clearly identified by knot
type, and knot cluster positions are aligned from cord to cord so that a
position with no knots is apparent when related to other cords. And the
use of color patterning deals with the last aspect of the concept. The value
zero is a niunber in and of itself; its representation is a cord with no knots.
Were it not for the fact that color patterning enables the omission of
blanks, the zero value would not be distinguishable from a cord left blank.

63

Figure 1.8. Numbers represented by knots ( • = single knot,

X = one turn of a long knot, E = figure-eight knot)

24
 Nu mb e r s : Wor ds and S y m b o l s

The difference is that in the example of the family potato consumption

(Figure 1.6), after the numbers are encoded on the quipu, a blue cord
with no knots would indicate that zero potatoes were consumed by the
children, whereas the absence of a blue cord indicates that the family had
no children.
Figure 1.8 is a schematic with examples of numbers represented by
knots. Multiple numbers are shown in Figure 1.9. Since the highest
position on each is closest to the point of attachment, the digits on top
cords are read upward, while those on the pendants are read downward.
For the subsidiaries, the reading depends on the direction of the cord to
23 21 5 10
which they are attached. The main cord, pendant cords, spaces between and and and and
cords, color differences, and knots and knot clusters are all visible in the 21 12 10 5
photograph in Figure 1.10. The alignment of knot clusters from cord to
Figure 1.9. Multiple
numbers represented by
knots ( • = single knot,
X one turn of a long knot,
E =s figure-eight knot)

Figure 1.10. A quipu in the collection o f the Museo Nacional

de Antropologia y Arqueología, Lima, Pern

25
 Chapt er One

cord, which required careful planning and careful execution, can also be
seen.
The Incas were what is generally termed a civilization except for
one attribute; namely, they had no writing system. They had, nonethe­
less, this symbolic representation of numbers, which served as the
cornerstone for recording information. Utilizing numbers, the logical-
numerical system embedded in the quipus was sufficient to serve the
needs of the complex, highly organized Inca state.

Number words, whether a cul­

ture has few or many, have a variety of formations, and many cultures
have numeral classifiers, while we do not. The Incas shared the belief in
the importance of munerical information and shared the concept of a base
10 positional system. Their expression and elaboration of these, however,
were quite different. We have also seen that some mathematical ideas,
when they are present, pervade a culture, while others are limited to a
specially trained or selected few. The same, of course, is also true for
mathematical ideas in our culture.
Even things as familiar to us as number words and number symbols
must be considered afresh when we look at other cultures. We cannot
assume that they share all of our Western concepts, and, even when the
concepts are shared, we cannot expect that they will be expressed in the
same way.

Notes
1. This description of the counting capacity as a human universal follows
Noam Chomsky, Language and Problems of Knowledge: The Managua Lectures,
M IT Press, Cambridge, Mass., 1988, pp. 167-169, 183. Also see Burt W.
Aginsky and Ethel G. Aginsky, “The importance of language universals,” Word,
4 (1948), 168-172 and Kenneth Hale, “Gaps in grammar and culture” in Linguis­
tics and Anthropology in Honor of C. F. Voegelin, M. D. Kinkade, K. L. Hale, and
O. Werners, eds.. The Peter de Ridder Press, Lisse, 1975, 195-316. James R.
Hurford, Language and Number, Basil Blackwell, London, 1987 is a compre­
hensive discussion of how people use and acquire numerals. It relates linguistic
analysis to psychological and social considerations, as well as addressing the
philosophy of number. Hurford sees the human number faculty as innate but

26
 N u m b e r s : Wor ds and S y m b o l s

attributes it to different capacities than does Chomsky. The book is recommended

for all the issues it confronts and its extensive bibliography. My usage of the word
numerals follows Hurford: “Whatever numbers actually are, I will assume that
numerals are used by people to name them (using ‘name’ in a non-technical sense,
that is not implying that numerals are logically names, as opposed to, say,
predicates or quantifiers)” (p. 7). Thus, a numeral system can be a system of
words as well as a system of, say, graphic forms.
For a fascinating discussion of the growth of number usage in the United
States see Patricia Cline Cohen, A Calculating People: The Spread of Numeracy
in Early America, University of Chicago Press, Chicago, 1982. Stephen Jay
Gould in The Mismeasure of Man, Norton, N .Y ., 1981 discusses the attempts to
assign numerical measures to human intelligence.

2 . The different philosophical views are widely discussed in the mathema­

tical literature. For a straightforward discussion, see Philip J. Davis and Reuben
Hersh, The Mathematical Experience, Houghton Mifflin Co., Boston, 1981, pp.
393-411; and for a specific description of the Intuitionist view of natural num­
bers, see A. Heyting, Intuitionism: An Introduction, North-Holland Publishing
Co., Amsterdam, 1956, pp. 13-15.

3 . The Nahuatl words are from Stanley E. Payne and Michael P. Closs,
“Aztec numbers and their uses” in Native American Mathematics, Michael P.
Qoss, ed.. University of Texas Press, 1986, pp. 213-235; the Choi words fnjm
Wilbur Aulie, “High-layered numerals in Choi (Mayan)” International Journal
of American Linguistics, 23 (1957) 281-283; the Toba words from W. J. McGee,
“Primitive Numbers,” Smithsonian Institution, Bureau of American Ethnology,
19th Annual Report, Washington, D.C., 1900, pp. 821-851; the Athapaskan
words from Virginia D . Hymes, “Athapaskan numeral systems,” International
Journal of American Linguistics, 21 (1955), 26-45; and the Danish words from
James R. Hurford, The Linguistic Theory of Numerals, Cambridge University
Press, Cambridge, 1975. Collections o f number words span about one hundred
years and reflect large changes in imderstanding. Some earlier works such as
W. C. Eells, “Number systems of the North American Indians,” American
Mathematical Monthly, 20 (1913) 263-299, are good reference sources, but
theoretically outdated.
Although about a different part of the world, we particularly recommend
John Harris, “Facts and fallacies of aboriginal number systems,” Work Papers
of Summer Institute of Linguistics—Australian Aborigines Branch, S. Hargrave,
ed., series B, 8 (1982) 153-181, and his 1987 article “Australian Aboriginal and
Islander mathematics,” pp. 29-37 in Australian Aboriginal Studies, number 2.
They contain significant observations and are important as a refutation of the
firequendy heard generalization that all Native Australians count only to three or
four. Also, Jadran Mimica’s book Intimations of Infinity, Berg Publishers Ltd.,
Oxford, 1988, is an important contribution to viewing number in cultural con­

27
 Chapter One

text. In the words of its author, “The book is an interpretation of the counting
system and the meanings of the category of number among the Iqwaye people of
Papua New Guinea.” It explores “their intrinsic relations with the Iqwaye view
of the cosmos” (p. 5).
Although it is not as generally applicable as the author suggests, the
descriptive model proposed by Zdenek Salzmann, “A method for analyzing
numerical systems,” Word 6 (1950), 78-83 is recommended.

4. The discussion of numeral classifiers is based on the overviews found

in “Universals, relativity, and language processing,” Eve V. Clark &Herbert H.
Clark, in Universals of Human Language vol. 1, Joseph H. Greenberg, ed. Stan­
ford University Press, Stanford, Calif., 1978, pp. 225-277; Joseph H. Greenberg,
“Numeral classifiers and substantival number: problems in the genesis of a
linguistic type,” Proceedings of the Eleventh International Congress of Linguists in
Bologna (1972), Luigi Heilmann, ed., Mulino, Bologna, 1974, pp. 17-38; Karen
L. Adams and Nancy Faires Conklin, “Toward a theory of natural classification,”
Papers of the ninth regional meeting of the Chicago Linguistic Society, 9 (1973) 1-10;
Karen Lee Adams, Systems of Numeral Classification in the Mon-Khmer, Nico-
barese, and Aslian Subfamilies of Austroasiatic, Ph.D. thesis. University of
Michigan 1982; and Nancy Faires Conklin, The Semantics and Syntax ofNumeral
Classification in Thai and Austronesian, Ph.D. thesis. University of Michigan,
1981; as well as the more specific articles, Robbins Burling, “How to choose a
Burmese numerical classifier,” Context and Meaning in Cultural Anthropology,
Melford E. Spiro, ed.. The Free Press, N.Y., 1965, 243-264; Mary R. Haas,
“The use of numerical classifiers in Thai,” Language, 18 (1942) 201-205;
Kathryn C. Keller, “The Chontal (Maya) numeral system,” International
Journal of American Linguistics, 21 (1955) 258-275; and Martin G. Silverman,
“Numeral-classifiers in the Gilbertese language,” Anthropology Tomorrow, 7
(1962) 41-56.
We note in particular that the appendices of the thesis by Conklin contain
the classifiers and associated nouns for 36 languages. Chart 1.1 is adapted from
her Appendix A.

5» The discussion of Inca quipus is based on portions of Code of the

Quipu: A Study in Media, Mathematics, and Culture, M. Ascher and R. Ascher,
University of Michigan Press, Ann Arbor, 1981. Here the emphasis is on the
representation of numbers; there the context of the quipus in Inca culture, the
role of the quipumakers, and the overall logical-numerical system of the quipus
are elaborated. The book contains numerous examples and extensive references.
It is written for the general reader. For those who wish to study quipus in greater
depth, there are detailed descriptions of 215 quipus in the Aschers’ Code of the
Quipu: Databook (1978) and Code of the Quipu: Databook II (1988) available on
microfiche from Cornell University Archivist, Ithaca, NY. These descriptions

28
 N u mb e r s : Wor ds and S y m b o l s

are based on firsthand study o f specimens in museums and private collections in

North America, South America, and Europe. The Databooks also contain the
locations of all known quipus and a complete bibliography of previously pub­
lished descriptions.

29
 iJlti

h a

Tracing Graphs
in the Sand
 S ~

w o

&» -.-».-iS3 In about 1905 a European

ethnologist studying among the Bushoong in Africa was challenged to
trace some figtures in the sand, with the specification that each line be
traced once and only once without lifting his finger from the groimd. The
ethnologist was imaware that a group of people in his own culture were
keenly interested in such figure tracing. And, being unfamiliar with what
Western mathematicians call graph theory, he was also imaware of how
to meet the challenge.
The Bushoong who challenged the Western ethnologist were
children concerned with three such figures. Among the Tshokwe, who
live in the same region in Africa, sand tracing is not a children’s game and

31
 Chapt er Two

hundreds of figures are involved. We will discuss both of these cases as

well as a third from another part of the world, which is quite separate
and more elaborate. Not only is each case from a different culture but
their contexts within the cultures differ markedly. The mathematical idea
of figures traced continuously is the central thread of this chapter. But
for each culture there are, as well, other geometric and topological ideas
involved in the creation, regularities, or relationships of these spatial
forms. These too will be discussed, as our primary interest is
mathematical ideas and, as with any ideas, they occur in complexes that
do not necessarily conform to particular Western categories. To begin,
however, a few ideas from graph theory need to be introduced.

Graph theory, described geo­

metrically, is concerned with arrays of points (called vertices) inter­
connected by lines (called edges). This field has been growing in impor­
tance in our culture because it provides new approaches, stimulates new
concepts, and has many applications. Graphs are particularly useful in
studying flows through networks. For example, traffic flow involves
intersections (considered to be the vertices) interconnected by roads
(considered to be the edges).
A few graphs are shown in Figure 2.1. In graph theoretic termi­
nology, Figures 2.1a-2.1e are said to be connected planar graphs. A con­
M nected graph is one in which each vertex is joined to every other one
5 :X via some set of edges. (In contrast to the others. Figure 2.1f is not con­
Pn nected.) A planar graph is one that lies entirely in the plane; that is, it
need not be depicted as rising out of this flat paper. A freeway overpass
and the road beneath it, for example, would not be represented by a
planar figure.
A classical question in graph theory is: for a connected planar
graph, can a continuous path be foimd that covers each edge once and
only once? And, if there is such a path, can it end at the same vertex as
it started? This is the question that is said to have inspired the beginnings
of graph theory by the mathematician Leonhard Euler. According to the
story, there were seven bridges in Königsberg (then in East Prussia),
where Euler lived. The bridges spanned a forked river that separated the
town into four land masses. The townspeople were interested in knowing
if, on their Sunday walks, they could start from home, cross each bridge
once and only once and end at home. Euler showed that for the particular
situation such a route was impossible and also started considering the
more general question. Between Euler in 1736 and Hierholzer some 130
Figure 2.1. Graphs years later, a complete answer was found. To state the result another term

32
 Tracing Graphs in the Sand

is needed, namely the degree of a vertex. TTie degree of a vertex is the

number of edges emanating from it; a vertex is odd if its degree is odd
and even if its degree is even. The answer to the question, first of all, is
that not all connected planar graphs can be traced continuously covering
each edge once and only once. If such a path can be found, it is called,
in honor of Euler, an Eulerian path. Such a path exists if the graph has
only one pair of odd vertices, provided that the path begins at one odd
vertex and ends at the other. Also, such a path can be found if all of the
vertices are even and, in this circumstance, the path can start from any
vertex and end where it began. The graphs for which there cannot be
Eulerian paths are those that have more than one pair of odd vertices.
With these results in mind, look again at the graphs in Figure 2.1.
Graph a and graph b have all vertices of degree 4. Each can, therefore,
be traced continuously covering every edge once and only once, begin­
ning at any vertex and ending at the same place. Graph c has six vertices,
two of degree 3 and four of degrees 2 or 4. It, therefore, has an Eulerian
path that begins at one odd vertex and ends at the other. For graph d and
graph e, no Eulerian paths exist as the former has four odd vertices and
the latter eight.
Attempts to trace these five graphs are also of interest from a
historical perspective. Graph d is a representation of the Königsberg
bridge problem, with the vertices standing for the land masses and the
edges standing for the bridges. Graphs a, b, c, and e link the domain of
professional Western mathematicians to Western folk culture. Graph c
may well be familiar to you, as tracing it is a children’s street puzzle in
many cities, from New York to London to Berlin. Graphs a, b, and e are
from a collection of nineteenth-century Danish party puzzles. What is
more, graph b, entitled “the nightmare cross,” was said to have magical
significance. Of these graphs, graph e is perhaps the most ubiquitous; not
only was it a folk puzzle in nineteenth-century Denmark, but it has also
appeared and reappeared in mathematical treatises since at least 1844.
And the eminent philosopher Ludwig Wingenstein, in discussing the
very foundations of mathematics, used the problem of tracing a quite
similar figure as one that captures the essence of the subject.
With this brief background, we return to the figure tracing chal­
lenge posed by the Bushoong children.

The Bushoong are one sub­

group of the Kuba chiefdom. The chiefdom consists of at least four
different ethnic groups separated into some fourteen subgroups. The
hereditary Bushoong chief is the nyimi, the sovereign chief among all the

33
 Chapt er Two

chiefs, and so the Bushoong live in and arovind the Kuba capital (see
Map 1). In the late nineteenth century, there were about 100,000 Kuba
with about 4000 people living in the capital. Those living in the capital
were the nyimi, hundreds of his wives, nobility, and specialized crafts­
people. The Belgian government became the colonial authority just after
1910, ruling the Kuba territory indirectly until the establishment of Zaire
in 1960.

M ap 1. The Angola/ / Moedoo

Zaire/Zambia region. The t1 # Kabompo
crosshatched region is 1t %
« Z A M B I A
inhabited by the Bushoong, • Luhilu
' Niadi
and the Tshokwe are in the * -------------

majority in the shaded area. -----------------_ J 1

In the Kuba system of exchange the Bushoong have the role of

decorators; in particular, they are sculptors of wood and embroiderers of
cloth. Every third day a market is held in the capital and the Bushoong
obtain pottery, salt, meat, fish, ivory, brass, wood, and plain cloth from
the other subgroups while supplying embroidered cloth, sculpted wood­
en objects, masks, woven belts, hats, and raiha velour. Decoration of
daily utilitarian objects as well as ceremonial objects is done for more
than its intrinsic aesthetic value. Self-decoration and the possession of

34
Exploring the Variety of Random
Documents with Different Content
 TRANSCRIBER’S NOTES
1. Silently corrected obvious typographical errors and
variations in spelling.
2. Retained archaic, non-standard, and uncertain spellings
as printed.
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