The large educational centers of the empire, such as Alexandria, Antioch, Athens and Istanbul, were the places where subjects that today belong to science, cultivated. When Christianity prevailed, a discussion began concerning the creation of the world and the variations between the knowledge of the ancient science and the Christian faith. Thus, two interpretative schools were created, that of Alexandria, which interpreted the book of Genesis in an allegorical way, and that of Antioch, which favored a literal interpretation of the Scriptures. The acceptance of greek sciences by the Byzantines wasn’t always smooth, as there were people supporting them, like Emperor Heraclius , and others that were opposing them.

Arab sources report the presence of Byzantine scholars in Baghdad and Damascus, which from the beginning of the 9^th century proved to be centers of mathematics, especially algebra, and astronomy. In general, Byzantium during that period was in constant contact with the Arab caliphate and their expertise, both in pacific and martial works, was largely shared, as can be assumed by the example of the greek fire.
 
The most important evidence about the impact of the arab science to byzantine scholars, especially where solving of practical mathematical problems and planning of astronomical tables is concerned, derives from the period of the Komnenos and the Angels dynasties.

These astronomical tables contained predictions of the positions of the celestial bodies, the conjugations and the eclipses that proved to be very useful in calculating Easter time and making horoscopes. However, for the conservative circles of Byzantium, the involvement with magic, astrology and occultism was equivalent to the betrayal of Christianity.

After the conquest of Constantinople by the Crusaders in 1204, the educational institutions of the capital, the university and the patriarchal school collapsed, while their significant libraries scattered and transferred to the Latin West. In Nice, where most of the scholars settled, an attempt to reorganize education was made. After 1261, at the University of Istanbul the teaching of four math lessons (arithmetic, geometry, music and astronomy) began.

The astronomical knowledge of the latter byzantine period was enriched by both the Persian astronomy and the West. The special interest of this period focused on the correction of Ptolemy’s rules and their comparison with rules deriving from the East, namely Persia, or from other Western traditions.