I believe that it does make a difference if we acknowledge non-European sources of math. Teaching the history of math is the same as teaching the history of any other subject. Therefore, perspective plays a large role in how students not only understand the concepts, but also how they apply them outside the context of math. Although math is often cut and dry in the sense that opinion and ambiguity rarely play a role in arriving at a mathematical solution, I believe teaching the culture behind math concepts allows for students to develop a unique and diverse approach to their math problems.
On the subject of naming mathematical theorems, I am always a believer that credit should always be given where it is due. So, naming formulas or theorems after the mathematician who developed them makes the most sense to me. I believe it adds a level of standardization where the formulas and theorems can be easily remembered through associating them with names. However, there are some issues with this. Where I see this getting the most difficult is when a mathematician has developed multiple theorems or there are more than one mathematician who has contributed to the development.
Good points!
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