Purpose: The purpose of this theoretical paper is to present the two false position algorithms, using simple examples, and to suggest ways, that a teacher, exploiting these algorithms, can use to benefit their students in learning. The methods of false position were inventions of ancient civilizations (Egyptians, Babylonians and Chinese). These trial and error methods exploit errors and solve all the problems which are solved algebraically, through the application of first degree equations.
Proposed Conceptual Argument: The findings of many studies support the introduction of new mathematical ideas and concepts through a relevant historical context. In fact, the triptych “History, Mathematics and Education” are key, didactic and methodological axes, able to improve the daily teaching-learning process in current mathematics classes. One case, with rich historical mathematical background which can be used in schools, is the methodological algorithms of simple false position and double false position.
Implications: Through a relevant suggested project, students can get to know Egyptian, Babylonian, Chinese and Arabic Mathematics, as the algorithms of the false position form an apocalyptic episode of the entire history of Mathematics, covering a 4,000 year time period. Also, students can learn that these methods are responsible for the adoption of the symbol “X” for multiplication and the introduction of the signs “-” and “+” in Mathematics. Moreover, the simple starting points of ideas that support the scientific edifice of Mathematics can be understood. Finally, the study of the ratios and proportions can be some attractive teaching parameters and modules of the project.