Free Abstract Algebra curriculum in Urdu and Hindi

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Discussion Overview

The discussion revolves around the creation of a college curriculum on abstract algebra in Urdu and Hindi, addressing the lack of advanced resources for non-English speaking students in South Asia and the Middle East. Participants explore the implications of language barriers in mathematics education and the potential for free distribution of educational materials.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant expresses the need for a complete abstract algebra curriculum in Urdu, highlighting the language barrier faced by students in South Asia and the Middle East.
  • Another participant notes that the forum is primarily English-speaking, suggesting that finding Urdu or Hindi speakers well-versed in abstract algebra may be challenging.
  • There is a suggestion to consider translating existing English resources into Urdu, including a reference to a free open textbook on abstract algebra.
  • Some participants argue that learning English may be more beneficial for the target audience than focusing solely on abstract algebra.
  • Concerns are raised about the accessibility of abstract algebra texts for those who do not speak Hindi or Urdu, with a mention that a significant portion of the Indian population speaks neither language.
  • Discussions about the teaching of English in Indian public schools reveal differing views, with some asserting that English is not taught widely, while others counter that it is commonly taught as a secondary language from Grade 5.
  • One participant questions the relevance of the proposed curriculum given the linguistic diversity in India, suggesting that it may not address the needs of all students.

Areas of Agreement / Disagreement

Participants express a mix of support for the idea of a curriculum in Urdu and Hindi, while also raising concerns about the practicality and broader implications of such an initiative. There is no consensus on the effectiveness or necessity of the proposal, and multiple competing views remain regarding the value of learning English versus abstract algebra.

Contextual Notes

Participants reference various educational policies and practices regarding the teaching of English in India, but there is no agreement on the accuracy or universality of these claims. The discussion reflects a range of assumptions about language proficiency and educational access.

lily42
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I am trying to create a complete college curriculum on abstract algebra in Urdu as there are very few advanced resources for students who want to learn mathematics but are not proficient in English. In South Asia and the Middle East, only privileged people are proficient in English and mathematics should not be gatekept from working class people due to a language barrier.

I would greatly appreciate some feedback if there are any Urdu or Hindi speakers on this subreddit. All videos are Creative Commons licensed and I want them to be free to distribute. If there is an even free-er license like the GNU GPL but for videos I’d like to license them using that.

Thank you, all. Please be kind. I really appreciate your input.

Link to Curriculum
 
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A noble cause, but sadly, we are not Reddit, and thus, there are no subreddits here at PF.

Also, since our site is primarily an English-speaking site, you're less likely to find English-speaking Urdu or Hindi speakers versed in abstract algebra here.

Have you considered getting an English book on the subject converted to Urdu?

There's the free open textbook on Abstract Algebra Theory and Practice:

http://abstract.ups.edu/

and a catalog of other related math and science books:

https://textbooks.aimath.org/textbooks/approved-textbooks/

One could experiment with an LLM translating small portions of the English text to Urdu or Hindi.
 
not meaning this at all flippantly, but naively, I would guess that learning English may be far more valuable to your target audience than learning abstract algebra.

actually, such courses at least in Hindi, may be already available; is this relevant?:


or this?
 
Last edited:
mathwonk said:
not meaning this at all flippantly, but naively, I would guess that learning English may be far more valuable to your target audience than learning abstract algebra.

actually, such courses at least in Hindi, may be already available; is this relevant?:


or this?

From what I've read, public schools in India don't teach English since they're still upset from being colonized. If this is true, they're shooting themselves in the foot.
 
mathwonk said:
I would guess that learning English may be far more valuable to your target audience than learning abstract algebra.
Certainly the OP's proposal doesn't solve the problem. A little more than half the Indian population speaks neither Hindi nor Urdu, and a text on abstract algebra in your preferred language doesn't help if you are interested in, say, real analysis.

WWGD said:
From what I've read, public schools in India don't teach English since they're still upset from being colonized.
Where did you hear that? Probably nothing is universal in what is likely the largest country in the world, but English as the medium of instruction appears to be quite common.
 
I may have overstated my case, but I didn't pull it out of nowhere:
https://www.heritagexperiential.org/language-policy-in-indian-schools-a-point-of-view/

Screenshot_20240814_113008_Samsung Internet.jpg
 
It is more difficult for me to read pictures of text than text. But this seems to say English is taught as a secondary language starting in Grade 5. That's well before a student is read for Abstract Algebra.
 
Vanadium 50 said:
It is more difficult for me to read pictures of text than text. But this seems to say English is taught as a secondary language starting in Grade 5. That's well before a student is read for Abstract Algebra.
I included the full link on top. The bottom part is an excerpt from the linked material.
 
  • #10
But still - it says that English as a 2nd language is taught starting in Grade 5.

It's the 2nd most prevalent language in the country. Certainly more than Urdu. So I fail to see the point of this proposal.
 

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