https://drive.google.com/drive/folders/17xOE9b-lJ570lQXz-EaWosB8e8Qzjw9o?usp=drive_link
Domina's Math Investigations
Wednesday, March 27, 2024
Monday, March 11, 2024
Final Project Draft
https://docs.google.com/document/d/1IFJ5MoBbvcAfM7Sa-2tdfIwXnK2VH7h_/edit?usp=drive_link&ouid=104323376055760014489&rtpof=true&sd=true
Saturday, March 9, 2024
Week 9: Mathematics & traditional and contemporary practices of making and doing
Reading
As I reflect on Avis O’Brien’s captivating journey, a Haida
and Kwakwa̱ka̱ʼwakw woman weaving her way back to her cultural roots through
cedar, I am struck by two significant stops in her transformative narrative.
First Stop: Reconnecting through Cedar Medicine
The initial turning point for O’Brien was in 2010 when she
embraced the art of cedar weaving under the guidance of her sister, Meghann
O’Brien. Before this, O’Brien harbored a sense of disconnection and shame about
her identity, a product of historical impacts on Indigenous cultures. The power
of cedar, described as sacred medicine, became the key that unlocked the door
to her cultural heritage. This moment stands out as a powerful testament to the
healing potential embedded within indigenous practices. O’Brien's experience
underscores the idea that cultural reclamation can be a profound path to
self-discovery and reconnection.
Second Stop: Weaving as Cultural Resilience
The historical context woven into O’Brien’s narrative
reveals the deliberate suppression of Indigenous cultural practices by the
Canadian government. The ban on Potlatches, a central element of First Nations'
cultural and economic identity, exemplifies a systematic effort to erase
indigenous cultures. As one of these suppressed practices, Weaving slept
through those challenging times, but O’Brien sees its reawakening as an act of
resilience. By facilitating cedar weaving workshops, she actively supports
Elders in reclaiming what was taken from them throughout history. This stop on
O’Brien’s journey highlights the enduring strength of Indigenous cultures and
the power of individuals like her in revitalizing and preserving these
traditions.
Question for Discussion:
- In
what ways does the intersection of cultural practices, such as cedar
weaving, contribute to intergenerational healing and the preservation of
Indigenous identity?
APTN
article, Apr 11, 2021: ‘The spirit of the medicine will lead
us back’: How Avis O’Brien is guiding Elders to weave their first cedar hats
Activity
This week's handmade
rope-making exploration has been a delightful revelation, expanding my
perspective on the mathematics embedded in a seemingly simple craft. As someone
who frequently uses ropes but never considered their potential for teaching
mathematics, this experience was an eye-opener. Engaging in the tactile process
of creating 2-ply twine with two scarves felt like an intimate connection to a
timeless human tradition, even though I quickly made the S twist and struggled
with the Z twist. Sharon Kellis's insightful mention in the video of the
possibility of creating a rope with anything. Also, she made the connection
between rope making and the foundation of the new technology, as iPads added an
extra layer of fascination to this age-old craft. Physically manipulating
materials brought a profound sense of connection to our ancestors, instilling
in me a grounding experience that resonates with the present.
When I made the S
shape, I explored the mathematical patterning woven into each twist and turn of
the scarves. It was a fascinating journey into the hidden complexities of the
craft. As I twisted away from me, I marveled at the symmetry and uniformity of
the resulting rope – all manifesting mathematical principles. The tension in my
hands hinted at the possibility of exploring concepts like symmetry, geometry,
and basic algebraic relations. It is intriguing how making rope can unveil a
world of mathematical beauty, creating a bridge between the tactile and the
abstract.
Indeed, handmade
rope-making can be integrated into the curriculum, which opens doors to many
enriching possibilities. Weaving the historical and cultural context of rope-making
into lessons serves as a bridge, connecting ancient practices with contemporary
mathematical understanding. For instance, students can be introduced to the
mathematical concepts of symmetry, geometry, and algebraic relations through
hands-on activities that bring these principles to life and engage students in
a multisensory learning experience. Emphasizing the tactile sensation of rope
making, the visual observation of patterns, and the kinesthetic experience of
twisting creates holistic learning styles, making mathematical concepts more
accessible and engaging.
In summary, handmade
rope-making emerges as a powerful interdisciplinary tool, seamlessly weaving
together history, culture, and mathematics. As educators, incorporating this
craft into our teaching practices provides students with a unique and immersive
learning experience, fostering a deep appreciation for the mathematical
principles at play and the cultural significance of traditional crafts. As I
reflect on this exploration, I am left wondering what unique perspectives students
might bring to this age-old craft and how it could become a gateway for them to
appreciate the mathematical and cultural significance of hands-on learning.
Top of Form
1) The art and geometry of rope
making and yarn plying
2) Weaving the Bridge at Q’eswachaka
Saturday, March 2, 2024
Week 8: Mathematics & fibre arts, fashion arts and culinary arts
Reflection on the Reading:
Exploring Ratios and
Sequences with Mathematically Layered Beverages by Andrea Johanna
Hawksley
As I delved into Andrea Johanna Hawksley's exploration of
teaching ratios and sequences through layered beverages, I was captivated by
the innovative approach to blending math with culinary delight. Two prominent
stops in this reading stood out to me, offering unique insights into the
intersection of mathematics and food.
The first notable stop is the introduction of simple
two-layered beverages, a clever tool to enhance comfort with fractions and
ratios. The author seamlessly integrates mathematics into cooking, highlighting
the strict ratios in recipes and emphasizing the importance of understanding
fractions. The example of expressing sweetness as a ratio between layers—3:5,
for instance—creates a tangible link between the abstract world of numbers and
the delicious experience of consuming layered drinks.
The second stop takes me into exploring sequences using
beverages with many layers. The limitation that each layer must be less dense
than the previous one narrows down the feasible sequences, introducing a
fascinating challenge. The author introduces sequences like the Fibonacci
sequence, demonstrating how the layers' proportions can mirror the sequence's
mathematical properties. Creating a Fibonacci lemonade, where the intensity of
flavors increases exponentially, adds a delightful twist to the exploration.
These stops underscore the dynamic relationship between
mathematics and the sensory experience of consuming layered beverages. The
interactive nature of the workshop engages participants in hands-on
calculations, transforming the often abstract and challenging concept of
fractions into a practical, enjoyable exercise. The layered drinks not only
serve as visual aids but also as tangible representations of mathematical
principles.
Now, turning to potential questions:
- Can
you think of other mathematical concepts that could be effectively taught
through food, similar to the approach described in the reading?
- How might these concepts be translated
into a hands-on, enjoyable learning experience?
Andrea Hawksley (Bridges 2015) Exploring ratios and
sequences with mathematically layered beverages
Top of Form
Activity
Reflection on Personal Exploration:
Miura Ori Origami and Mathematically-Interesting Shoe
Lacing
Embarking on the journey of trying out Miura Ori Origami and
exploring mathematically interesting ways of lacing shoes has been a
fascinating and eye-opening experience. Though seemingly unrelated, both
activities offered a unique perspective on the interconnectedness of
mathematics with everyday objects and artistic creations.
Miura Ori Origami: Unraveling Mathematical Beauty
Attempting the Miura Ori Origami technique, as demonstrated
by Uyen Nguyen, was a delightful immersion into the world of mathematical
elegance embedded in fashion design. The step-by-step video instructions (B)
unveiled a mesmerizing sequence of folds that transformed a flat piece of paper
into a three-dimensional masterpiece. The recurring patterns of triangles and
parallelograms became apparent, showcasing the precision and symmetry inherent
in the origami art form.
What struck me the most was the mathematical precision
required to achieve the final result. The interconnected folds carefully
considered angles, proportions, and geometric relationships. It was a reminder
that even in the seemingly free-flowing world of art and design, mathematics
plays a pivotal role in creating order and structure.
Shoe Lacing: Tying the Knot
with Numbers
Shifting gears to the world of shoelaces, I delved into the
Mathologer video, uncovering the intricate mathematics behind different lacing
patterns. Before this exploration, I never thought much about the mathematical
aspects of something as mundane as shoe laces. The video opened my eyes to the
complexity and diversity of lacing techniques, each with its unique
mathematical properties.
The revelation that the popular criss-cross and zig-zag
lacing patterns are not just aesthetic choices but have mathematical
underpinnings was intriguing. The emphasis on tight lacing and the connection
to mathematical concepts, such as the contribution of each eyelet and the rapid
increase in possibilities with more eyelets, showcased the intricate
relationship between mathematics and seemingly unrelated daily activities.
In conclusion, both activities underscored the omnipresence
of mathematics in our lives, whether in the meticulous folds of an origami
creation or the efficient lacing of shoes. These experiences have heightened my
appreciation for the beauty and functionality that mathematics brings to even
the most ordinary aspects of our daily routines.
Questions to ponder:
- Consider
incorporating mathematical concepts into art forms or routine activities.
How do you think this integration could enhance learning experiences and
make mathematical ideas more accessible and engaging for a broader
audience?
Miura Ori - Traditionelle Miura-Faltung
https://www.youtube.com/watch?app=desktop&v=EEGmnKKKhrk
What is the best way to lace your shoes? Dream proof.
https://www.youtube.com/watch?v=CSw3Wqoim5M
Saturday, February 24, 2024
Week 7 Mathematics & poetry and novels
Reading
As I delved into the reading on Surfing the Möbius Band, a
couple of significant 'stops' captured my attention, sparking a reflective
journey into the intersection of art and mathematics.
The first 'stop' arises when the authors discuss the formal
experiment in issue 11 of the Silver Surfer series, titled "The Moebius
Madness of Silver Surfer." The decision by Dan Slott and Mike Allred to
structure the storytelling using the form of a Möbius band is intriguing. The
Möbius band, known for its representation of change and renewal, becomes a
metaphor within the comic, symbolizing the cyclical nature of time and space in
the Marvel universe. This integration of mathematical concepts into the
narrative is a unique storytelling device and prompts a deeper reflection on
the character's existential journey. The Möbius band becomes a visual cue,
guiding readers through Silver Surfer's temporal loop and emphasizing the
importance of free will in breaking the cycle.
Another 'stop' occurs when the reading explores the broader
cultural impact of the Möbius band in fiction. The Möbius band, with its odd
topological properties, has been utilized in various stories to symbolize
either an endless loop or a mysterious transition to 'the other side.' Examples
from Star Trek to an Argentinean film illustrate the diverse ways in which this
mathematical figure has been woven into the fabric of storytelling. The reading
suggests that the Möbius band, beyond its mathematical accuracy, holds a
powerful place in the collective imagination, serving as a symbol for the
unending and the cyclical in literature and art.
As I reflect on these 'stops,' I wonder how readers perceive
the integration of mathematical concepts into the visual storytelling of
comics. Does this enhance or detract from their engagement with the narrative?
In conclusion, the reading not only explores the creative
use of mathematical concepts in comics but also raises questions about the
accuracy of these representations. The fascinating interplay between art and
mathematics in Silver Surfer's story prompts me to appreciate the beauty of
their union while recognizing the occasional discrepancies that arise when
mathematical symbols enter popular culture.
Activity
As I
immersed myself in Sarah Glaz's introduction to the Fibonacci poems for Bridges
2021, a pivotal moment emerged in the creative process and collaborative spirit
behind the collection.
Indeed, it
is the origin story of the Fib poems within the Bridges poetry community. The
virtual setting of the Bridges 2021 conference, designed as the town of
Königsberg with its seven bridges, became the catalyst for the poetry gathering
in the Glade. The challenge of limited time for over thirty poets led to the
ingenious idea of blink-poems, specifically Fibs. This creative solution, sparked
by Alice Major and refined through collaboration, not only facilitated a quick
read-around but also paved the way for forming a unique collection. It
highlights the adaptability and inventiveness that can arise when artistic
minds come together to navigate challenges.
Another
noteworthy 'stop' explains the Fibonacci sequence and how it translates into
Fib poems. Glaz provides a concise and clear understanding of the mathematical
underpinning of Fibs, tracing their syllable count back to the Fibonacci
numbers. However, I struggle to complete my poems below and will continue the
work when I feel more rested and inspired. This intersection of mathematics and
poetry adds depth to the creative process, emphasizing the harmonious blend of
two seemingly disparate disciplines. The structured nature of Fib poems,
derived from the Fibonacci sequence, presents a fascinating framework for poets
to explore and express their ideas.
Now, as I
reflect on these 'stops,' I wonder how the poetic form derived from the
Fibonacci sequence influences the thematic choices made by the poets. How do
they navigate the constraints of the form to convey their ideas effectively?
Algebraic
Equations
X
plus
Y makes Z
Solving for
the unknown
?????????????????????
Geometric
Points
Circles
spin
around
points
??????????????????????
Explanation:
For the first
Fib poem, "Algebraic Equations," I explored the realm of algebra and
the process of solving equations. The Fibonacci sequence determined the
syllable count in each line (1, 1, 2, 3, 5, 8), guiding the poem's structure.
In the second
Fib poem, "Geometric Points," I delved into the world of geometry.
The Fibonacci sequence dictated the syllable count in each line (1, 1, 2, 3, 5,
8), shaping the poem's progression. The lines aim to capture the elegance and
precision of geometric shapes.
Poetry in the Glade:
Bridges 2021 Fib CollectionTop of Form
Viewing
Exploring the diverse landscape of mathematical poetry through the lenses
of various poets has been an enriching experience. With their unique background
and perspective, each poet brings a distinctive flavor to the intersection of
mathematics and art.
About my learning and wonders |
About the Poets |
Stephanie Strickland's "The
infinity stops between our fingers." Strickland's
work, marked by a lifetime achievement award, introduces me to the intriguing
realm of digital literature. The poem suggests an exploration of the infinite
within the finite, perhaps within the context of human connection. The use of
digital media adds a layer of complexity, urging me to explore how technology
amplifies the poetic narrative. |
Website: https://en.wikipedia.org/wiki/Stephanie_Strickland |
Kaz Maslanka's "Hwadu" Maslanka's
journey from a BFA in Sculpture to pioneering mathematical visual poetry
fascinates me. “Enigmas are to Ontology as The Song of Ancient Dreams are to
The Sound of the Ocean”. "Hwadu" not only highlights his artistic
prowess but also brings me into a world where mathematical concepts transform
into visual art. The connection between mathematics and poetry, elucidated
through his work, prompts me to ponder the intricate beauty of numbers and
aesthetics. |
Website: http://mathematicalpoetry.blogspot.com/ |
Susan Gerofsky's "Glided,
gilded and Barely, bleary." Gerofsky's
commitment to a multidisciplinary approach is evident, blending mathematics,
arts, and environmental education seamlessly. The poem, employing the
constraints of a Fib and adding the layer of anagrams, creates a nuanced
exploration of contrasting states. Using anagrams, like
"Glided/gilded" and "canoe/ocean," adds an extra layer of
complexity, reflecting the intertwining nature of mathematics and language.
The choice to structure the twenty syllables into two iambic pentameters adds
a rhythmic quality, echoing the cadence of a mathematical heartbeat. I wonder
what sensory experiences might have inspired Gerofsky's exploration of
contrasting states in this Fib poem. |
Website: https://edcp.educ.ubc.ca/susan-gerofsky/ Sample
poem: Glided,
gilded and Barely,
bleary |
Dan May's "Eight Minutes" May's
exploration of connections between mathematics and poetry within the teaching
context offers a unique perspective. "Eight Minutes" sparks my
interest in how he navigates the intersections of musicology, mathematics
education, and poetry. The poem suggests a concise yet impactful exploration
of a mathematical concept, leaving me intrigued about the depth within
simplicity. |
Website: https://talkingwriting.com/daniel-may-poem |
Larry Lesser's "E(X)" As a
distinguished teaching professor, Lesser's engagement in mathematical poetry
and songwriting resonates with me. "E(X), the expected value, is the
mean of all possible outcomes of a statistical experiment where each outcome
is weighted by its probability." Indeed, it hints at a statistical exploration,
and I am curious about how he weaves statistical concepts into poetic
narratives. Also, his prolific presence in various literary and mathematical
platforms prompts me to reflect on the broader impact of such
interdisciplinary endeavors. |
Website: https://larrylesser.com/poet-larry-ate/ |
In delving into the works of these poets, I find myself on a journey where mathematical ideas intertwine with diverse artistic expressions. The poets' distinct styles and approaches invite further exploration into the multifaceted relationship between mathematics and poetry. How do these poets uniquely bridge the gap between mathematical precision and poetic expression?
Bridges Math and Art 2024 Virtual Poetry
Reading website
Monday, February 19, 2024
Sunday, February 18, 2024
Week 6: Mathematics & dance, movement, drama and film
This week's reading on mathematical learning through the reenactment of choreographed performance analyses of three cases in which groups of four (quartets) worked with video recordings of the 2016 Rio Olympic Games opening ceremony. Exploring how collaborative actions can foster mathematical understanding and artistic expression is fascinating. Two noteworthy "stops" in the text stand out for reflection.
First Stop: Integration of Physical Props and Collective Action: one critical aspect is emphasizing the physical engagement of quartets with the shiny plastic sheet, or Mylar, as a prop. Indeed, the quartets actively dissect and reenact movements, exploring the prop's physical possibilities. This collective manipulation of the prop becomes a medium for learning, creating geometric shapes and structures at various levels, from quartet to assembly to the entire performance. Also, integrating physical props adds a tactile dimension to the learning process, making it more immersive and engaging. The connection between physical actions and mathematical concepts, such as rotations, reflections, and translations, highlights the embodied nature of learning.
Second Stop: Ensemble Learning as a Coherent Unity: another significant aspect is the layered nature of ensemble learning, where the quartet, assembly, and whole performance levels interact dynamically. Indeed, the quartet level serves as a manageable entry point for participants, allowing them to enact critical aspects of the performance. This leads to exploring mid-level assemblies, creating geometric figures, and propagating waves. Finally, the highest-level performance unfolds with crystalline structures, liquid waves, and vortex motion. Therefore, the high level of coordination emphasizes the coherent integral unity of the performance. The quartet's engagement is not isolated; it contributes to the ensemble's significance and impact, showcasing the learning experience's collective nature.
Questions for further exploration include how physical prop interactions enhance mathematical understanding and the potential applications of this ensemble learning approach beyond dance and mathematics.
Questions for Discussion:
- How does integrating physical props, such as the Mylar sheet, enhance the learning experience for the quartets? Can you think of other examples where tangible objects contribute to mathematical understanding?
- In what ways does the layered structure of ensemble learning, from quartet to assembly to the whole performance, reflect the interconnectedness of mathematical concepts? How might this approach be applied to other disciplines beyond dance and mathematics?
Vogelstein, Brady, and Hall (2019) Reenacting mathematical concepts in large-scale dance performance
Reflection on the "Rope Polygons" Lesson:
The "Rope Polygons" lesson provides a unique and engaging approach to teaching geometry concepts, mainly focusing on measurement, reasoning with shapes, and understanding polygon properties. Indeed, I have not tried this activity. However, I would ask students to explore the properties of different polygons, such as triangles, quadrilaterals, pentagons, and hexagons. Using a twelve-foot knotted rope adds a kinesthetic and collaborative element to the learning process, making geometry come alive in a new context. The main task, challenging groups to create regular polygons with their bodies and the rope, is a hands-on and dynamic way to bridge the gap between abstract geometric concepts and real-world applications. Moreover, facilitating a whole-group conversation after the activity allows students to articulate their thought processes, share challenges, and learn from each other.
Also, I would suggest extensions for further exploration, such as investigating angle measures, side lengths, diagonals, and relationships between surface area and perimeter. This will allow for differentiation based on student readiness and interest. These extensions would encourage students to think beyond the initial challenge and deepen their understanding of geometry.
Moreover, I like allowing confusion and intervention when consensus cannot be reached. This pedagogical approach acknowledges the value of struggle in the learning process. It aligns with the idea that confusion can be a stepping stone to learning, fostering resilience and problem-solving skills. Finally, the reflective component, where students draw a picture to map out and showcase their group's approach to the challenge, is a valuable assessment tool. It reinforces their understanding and provides a visual representation of their learning journey.
Sunday, February 11, 2024
Week 5: Developing mathematics pedagogies that integrate embodied, multisensory, outdoors and arts-based modalities
Part 1: Reading
In this week's reading, two key points stand out to me. The
first is the acknowledgment of the interconnectedness of physical movement,
interaction, and mathematical learning. The article highlights the significance
of opportunities for physical movement and expression in shaping how we think,
learn, and communicate about mathematics. The notion that mathematical thinking
cannot be separated from the settings in which it occurs resonates with me,
emphasizing the dynamic relationship between the body, the environment, and
mathematical activities.
The second remarkable 'stop' is the theoretical framing of
the study, which brings together perspectives on the social production of
learning spaces and embodied interaction. Theoretical frameworks often serve as
guiding lenses, and in this case, combining ideas about the social spaces of
learning with the importance of embodied action in mathematics education
creates a rich foundation for understanding how whole-body collaboration can
influence the spatiality of learning environments.
The research method involves pictures of learners
participating in whole-body, multi-party activities, specifically focusing on walking
scale number lines (WSNL) and whole and half (W + H). To illustrate, the WSNL
participants incorporate classroom-based practices, using arithmetic
computations on the gymnasium number line. In contrast, W + H participants
perceive the activity as a departure from traditional methods, emphasizing the
enjoyment of the embodied experience. This divergence prompts questions about
the potential of transforming school mathematics through body-based design.
Now, I find myself pondering how these theoretical considerations translate into practice.
1) How can educators integrate whole-body, multi-party activities to enhance mathematical learning experiences?
2) How do students perceive and engage with these activities?
3) How might students' understanding of mathematical concepts evolve through embodied interaction?
Sunday, February 4, 2024
Week 4: Mathematics and the Arts Reflection on the Bridges Conference Reading
I delved into the vibrant and interdisciplinary realm
of the Bridges Conference. Three distinct stops in the text caught my
attention, each offering a unique perspective on the convergence of mathematics
and art.
Stop 1: The Mathematical Garden and Polyhedral Climbing
Structure (Fig. 1)
The Mathematical Garden, with its interactive features like puzzles,
mazes, and a giant xylophone, is a testament to the immersive nature of the
Bridges Conference. The polyhedral climbing structure, depicted in Fig. 1, not
only symbolizes the interconnectedness of mathematical concepts but also
exemplifies the playful integration of math into physical experiences. As a
participant, I can only imagine the joy and intellectual stimulation of
engaging in such a creative and educational environment. How does incorporating
interactive installations in the Mathematical Garden enhance the conference
experience for attendees?
Stop 2: Marjorie
Rice's Pentagonal Tilings (Fig. 2)
Fig. 2 showcases a pentagonal tessellation on the ramp
leading to the museum's entrance, setting the stage for the Reza Sarhangi Memorial
Lecture. Marjorie Rice's story, a self-taught mathematician passionate about
pentagonal tilings, is inspiring and intriguing. This episode highlights mathematical
discovery's democratization and emphasizes the mathematical community's
collaborative spirit. The use of unconventional notation and Marjorie's journey
in discovering new pentagonal tilings sparks curiosity. How does Marjorie
Rice's story contribute to reshaping the narrative around who can be a
mathematician? In what ways do unconventional approaches to notation impact the
exploration of mathematical concepts?
Stop 3: Hedy Hempe's
"H-spiral" (Fig. 5)
Fig. 5 introduces us to Hedy Hempe's "H-spiral," an artwork crafted from carefully arranged eggshells, earning an Honorable Mention for 3-dimensional Artwork. As embodied in this piece, the fusion of mathematical concepts and artistic expression prompts contemplation on the diverse forms through which mathematical ideas can be communicated. How does the "H-spiral" exemplify the intersection of art and mathematics? In what ways does the inclusion of 3-dimensional artwork contribute to the broader narrative of the Bridges Conference?
In conclusion, this week’s reading has been a profound
eye-opener for me, reshaping my perspective on the interconnected worlds of
mathematics and art. Reflecting on the Mathematical Garden, Marjorie Rice's
Pentagonal Tilings, and Hedy Hempe's "H-spiral," I am inspired by the
seamless convergence of these disciplines at the Bridges Conference.
This newfound awareness extends beyond the conference walls.
Last night, as I dined at a restaurant, I could not help but see the art in the
subtle play of light, noticing the elegance of a sphere shape. It has become
clear that exploring mathematical concepts is not confined to academic settings
but extends into our daily experiences.
This realization prompts me to ponder: How do these seemingly ordinary encounters with mathematical aesthetics in our surroundings contribute to a broader appreciation of the intersection between mathematics and art?
Eve Torrance (2019),
Bridges 2018, Nexus Journal
This week's activity:
Engaging with the Bridges Math Art Gallery, I explored a
captivating Möbius band carved in Somerset Alabaster.
https://gallery.bridgesmathart.org/exhibitions/2011-bridges-conference/nickdurnan
While appreciating the accessible mathematics behind the
piece, I ventured to understand its intricacies, striking a balance between
familiarity and pushing my boundaries.
Why is
cutting a Möbius strip so weird?
https://www.youtube.com/watch?v=Qy0FSfEPBic
Sunday, January 28, 2024
Week 3: Sustainable mathematics in and with the living world outdoors
Reading Portion:
In this week's reading, Doolittle's exploration of the
failures of the grid and its implications on spatial and temporal organization,
three stops along this intellectual journey stand out and spark curiosity.
First Stop: Seductive Simplicity of the Grid
The journey begins with the seductively simple nature of the
grid. This system effortlessly extends into domains like neighborhoods and
towns and three-dimensional spaces like buildings and malls. Doolittle's
analogy of gardening leading to geometry and the connection between linen and
line resonates deeply. With its straight lines and right angles, the grid provides
a sense of control, predictability, and mastery. However, the simplicity that
makes the grid appealing also raises critical questions about its adaptability
to the complexities of real-world applications. The tension in the fiber, which
creates linearity, becomes a metaphor for the tension between imposed order and
the organic growth and diversity of specific places.
Second Stop: Failures and Control
As the grid exploration progresses, Doolittle astutely
observes that failures in the grid system have been apparent since its
inception. However, responding to these failures raises essential questions
about control and ownership. The grid, deeply ingrained in our thinking, leads
to rules governing behavior, shaping our sense of control. The failure to let
go of the grid results in the subordination of a place's unique qualities to
the grid geometry's imposed uniformity. The grid is not merely a
geometric construct but a manifestation of cultural and human tendencies toward
order and control.
Third Stop: Giving Thanks and Liberation from the Grid
A fascinating turn in the journey comes with the Indigenous
perspective, introducing the idea of giving thanks and offering an alternative
solution to the Königsberg Bridges problem. Acknowledging what has been missing
from the discussion, recognizing the river as a foundation, and giving thanks
through offerings present a profound departure from the rigid confines of the
grid. The narrative weaves through philosophy, bringing in Immanuel Kant and
his habitual walks, drawing parallels to the mental abstraction imposed by
accepting Euler's negative result. The call to widen our perspective, move off the
grid, and see the world as it truly is bringing a refreshing perspective to
mathematical problem-solving.
Engaging Questions for Reflection:
- How
do the failures of the grid, as highlighted by Doolittle, resonate with
your understanding of spatial and temporal organization in various
contexts?
- How
can alternative geometries, described as "geometries of
liberation," find a place in modern mathematics education, and what
challenges might arise in incorporating them into the classroom?
Reference:
Doolittle, E. (2018). Off
the grid. In Gerofsky, S. (Ed.), Geometries
of liberation. Palgrave. https://doi.org/10.1007/978-3-319-72523-9_7
Activity Portion:
My son's drawing My spouse's drawing.
The activity described in Doolittle's "Off the
Grid" gave me a unique perspective on observing and sketching the world
around me, even if I could not go outdoors. I was sitting indoors with my
spouse and two-and-a-half-year-old son. We looked through the window; we
focused on living beings and human-made things, using watercolors and brushes
to document my observations. I did the observation, and my spouse and son made
the drawings. As I found a spot to sit and observe, I noticed various lines and
angles in the natural and human-made things. I observed natural flowing lines
like plants, trees, rocks, and the sky. The natural world seemed to express
itself through gentle curves and irregular shapes. On the other hand,
human-made things, like buildings, roads, fences, and street lights, displayed
more structured and geometric lines and angles. Therefore, the contrast between
the organic and the structured was apparent.
Reflecting on these observations, it became evident that specific
patterns emerged in both living and human-made elements. While living things
displayed a sense of irregularity, human-made objects adhered to a more ordered
and intentional design. However, there were exceptions, as nature sometimes
exhibited symmetrical patterns, and human-made structures occasionally embraced
organic forms. The patterns I observed raised questions about why such
distinctions exist. I pondered whether these patterns are inherent like things
or influenced by human perception and design choices. The contrast in
lines and angles reflects a fundamental difference in the creation processes,
one guided by nature and the other by human intention.
Considering how this activity could be translated into
teaching, close observation, and sketching could be powerful tools
for helping students understand lines and angles. By encouraging students to
explore the world around them through drawing, educators can foster a deeper
connection between their eyes and hands, promoting a more intimate
understanding of geometry in their surroundings.
Moreover, I contemplated integrating whole-body movement
into the learning experience. For instance, the video of two UBC undergraduate
students, Sam Milner and Carolina Azul Duque, demonstrates the Dancing
Euclidean Proofs. Indeed, it suggests one-way students could experience
lines and angles through activities that involve exploring the outdoors. I
wonder what other ways we can engage students with the living world to offer a
holistic understanding of geometry, connecting abstract concepts to tangible,
real-world experiences. This approach could make learning more immersive and
memorable for students.
Trigonometry Flex your Muscle!
https://drive.google.com/drive/folders/17xOE9b-lJ570lQXz-EaWosB8e8Qzjw9o?usp=drive_link
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