Was Pythagoras Chinese

Does it make a difference to our students' learning if we acknowledge (or don't acknowledge) non-European sources of mathematics? Why, or how?

Acknowledging non-European sources of mathematics broadens the perspectives of students, showing them that mathematics is not exclusive to a single culture. By allowing for cultural diversity and inclusivity, students see that mathematics is an option they can pursue and see that it is not restricted to race. This breaks the wall of stereotypes.

Going back to our class discussion about gender roles in society, we mentioned that it is important that students feel represented in the classroom. It is important that females, for instance, see that they are representated among scientists, doctors, and mathematicians. This allows them to see a viable career path for themselves and encourages those who are gifted in the subject area to pursue that. Representation of race, gender, etc. is important in the classroom because it allows students to see themselves, their experiences, and their cultures reflected in the learning environment. It promotes confidence, engagement, and gives students a sense of belonging in the classroom.

What are your thoughts about the naming of the Pythagorean Theorem, and other named mathematical theorems and concepts (for example, Pascal's Triangle...check out its history.)

I think that naming is merely a matter of tradition and self-recognition. While Pythagoras is credited for his theorem, it is also important to teach students the broader context and origins of mathematical concepts. Students have the right to know that the origins of the Pythagorean theorem and its ideas traces back to ancient Babylon and China. 

Overall, it is important for students to see that the history of mathematics and the development of theorems is often collaborative. It is also important for students to know that different societies were capable of coming up with their own variations of theorems (just like how the Chinese had their own variation of the pythaogrean theorem) despite societies separated from one another and growing at their own rates. This speaks to the overall intelligence of human beings and tells students that intelligence is not a matter of race or gender, but that anything is possible if you pursue it and put your heart and effort towards it.