In our exploration of mathematics, it is crucial to question the perceived separation between mathematical concepts and the physical world, challenging assumptions about how and where math learning occurs. Traditional classroom settings, confined within four walls, often promote passive learning and portray mathematics as isolated mental calculations. However, our recent experiences with embodied mathematics have opened up new avenues for understanding, bringing beauty to the classroom.
This week's reading, inspired by Nathan's insights from
"Foundations of Embodied Learning," demonstrates that the challenge
in mathematics lies not in understanding ideas but in grasping the meaning of
formal notation, which resonates deeply (Nathan, 2021, p. 147). Our bodies,
with their unique measurements, offer an untapped resource for learning and
teaching mathematics.
I engaged in a body measurement activity this week. The exercise is on calibrating my body, recording the results, and comparing them with a tall adult man(www.vendian.org).
The variability in body size, as evident in my measurements, challenges preconceived notions about standardized learning tools. When introducing the activity to my grade 8 students, their initial enthusiasm vanished when they realized it was not a graded task. They questioned the utility of measuring body parts without traditional tools like tapes and rulers. However, my grade 12 service student embraced the activity passionately, showcasing the potential for embodied learning.
Here is my grade 12 service student measuring:
His approach, guided by the conceptual metaphor of "NUMBERS AS PLACES ALONG A PATH," as discussed by Nathan, involved using body parts, including the index and hand span, to measure dimensions.
After calibrating his body measurements, he made measurements
of an Elmer's Corrugated Tri-Fold Display Board-White (big rectangle) and French
vocabulary sheet (small rectangle) using his body parts:
Then, he made calculations to find out how many small
rectangles could fit into the big rectangles.
This embodied exploration showcased the potential of
multisensory learning and integrated artistic expression into mathematical
concepts. Therefore, the resulting Elmer's Corrugated Tri-Fold Display Board
became a mathematical creation, exploring dimensions and measurements and a
practical and aesthetic addition to the classroom.
His work is a fantastic opportunity to teach and learn concepts
of dimensions and measurements. On one side, the product of his work serves as
a board to display students' activities and, on the back side, the French
vocabulary they need to learn. Moreover, it is a decoration for my classroom. For
instance, my stand desk is a storage for my classroom games, dividers, and
dictionaries that are not visible anymore when students sit on their desks.
Roger Antonsen's TED talk further emphasized the hidden
beauty of mathematics in understanding the world. He argues that exploring
mathematical concepts from various perspectives offers a transformative
approach to learning (Antonsen, 2015). By engaging all our senses,
incorporating movement, and observing the living world, we aim to unlock new
pathways for understanding mathematical patterns and ideas.
The goal is clear – experimenting with alternative teaching
methods beyond conventional approaches. This reflection does not advocate discarding
traditional mathematical tools but aims to explore ways to augment them with
embodied, arts-based learning experiences. In doing so, we challenge the
perception that precision and accuracy in mathematics are divorced from the
physicality of our bodies and the artistic expressions of the world.
Reflection Questions:
- How
can integrating embodied, multisensory learning experiences in mathematics
address the challenges of understanding different math concepts?
- In
what ways do you envision the fusion of artistic forms of expression and
exploration beyond the traditional classroom contributing to more
comprehensive and enjoyable learning and teaching of mathematics?
Hi Tony,
ReplyDeleteI really enjoyed your blog post on embodied math – it got me thinking in a new way! Your exploration of how our bodies connect with math concepts is fascinating.
I appreciated your insight that the challenge in math isn't just understanding ideas but grasping the meaning of formal notation. Your body measurement activity was a great example. It showed me how involving our bodies can make learning more engaging. Also, I liked how you included your student in this activity, especially the grade 12 student who got creative with using body parts for measurements.
The multi-functional display board idea was genius! Using body measurements for practical purposes, like creating a board for classroom use, is such a unique approach. It made me realize how math can be both practical and artistic.
Roger Antonsen's TED talk was also an excellent addition. It emphasized the power of looking at math in different ways. Your blog, along with these examples, got me thinking about how we can make learning math more enjoyable and comprehensive.
Your questions at the end prompted some reflection on my end. I'm curious to see how incorporating embodied learning could revolutionize math education. Looking forward to more insights from you!
Hi Tony!
ReplyDeleteI was thinking about your question: how can using multisensory experiences assist students in their math learning? Obviously we'll be delving into this more as the course progresses, but I really believe this is an underdeveloped area in most math classrooms! Students often fall behind not due to any lack of ability, but as a result of not finding classroom-taught methods accessible or intuitive. By providing more active and artistic entry points to the subject, my goal is to speak to many students who I might not have reached as effectively.
I believe the description of formal math as a language is incredibly apt, with all that it entails. Students may not be struggling with the concepts, but simply the ways we have chosen to formalize them. Using the body can absolutely make this entry more grounded and natural rather than forcing students to speak a language they have barely had time to learn!