New Way to teachalgebraic equations

Nowadays, mathematicians publish articles in specialized magazine to communicate new results to colleagues, but it has not always been so. The first scientific journals were born in England only in the 16th century, while in Italy it spread only from the 19th century. Until then, scientific communication took place through letters exchanged between scholars. Already in the 12th century, Ibn Al-Yasamin, a Berber mathematician, who lived and studied in Seville, wrote an educational poem on algebra. The fame of Ibn al-Yāsamīn is linked to a brief didactic poem of 54 lines, titled Urjūza fī l-jabr wa l-muqābala (Poem on completion and balancing),[1] which was widespread both in the West and in the East Mussulman. Around 1190-91, he recited, taught and commented it for some time in Seville before moving to Marrakesh. The didactic poems were part of a new kind of manuals which could also be in prose. These were very concise texts, which condensed knowledge into sentences that were easy to keep in mind, containing useful terminology and rules. Their initial aim was to help students at the end of a course of study to remember terms and rules to use directly for problem solving. A fundamental role was entrusted to memorization, in which understanding was often absent and required more detailed explanations. We still remember that Cardano, in his Ars Magna, wrote a rule in Latin and in the form of a nursery rhyme to remember how the solution of a second-degree equation can be found. Even Michael Stiffel in his Arithmetica Integra (1544) writes, always in Latin, a mnemonic rule to find the solutions of an equation indicated with the acronym AMASIAS, from the initial letter of each verse. In more recent times, many singers wrote songs in which we can find many words taken from mathematics. In this article, we repurpose the didactic poem by Al-Yasamin, the works of Cardano and Stiffel because we believe that they can design a very valid interdisciplinary path that combines History, Latin and Mathematics. We also think that, in order to bring the new generations closer to Mathematics and make them loved it, teachers can also use non-traditional teaching media such as songs, poems and prose and they can also encourage students to produce themselves poems, songs or short sketches about mathematical topics. The new teaching methods, such as flipped classroom, use of multimedia labs and other expressive forms, allow teachers to propose non-traditional activities