Weekly Reading
This week I read Highly Unlikely Triangles and Other Impossible Figures in Bead Weaving by Gwen L. Fisher. The article explores the progression of the impossible triangle, from its origin by Oscar Reutersvärd to popularization by Roger Penrose and M.C. Escher. Gwen introduces an inventive method using beaded sculptures and cubic right-angle weave to represent impossible figures in three dimensions. Specifically, the focus is on creating a "highly unlikely triangle" through beadwork with quarter twists, resolving optical illusions while maintaining flexibility. This technique is extended to construct highly unlikely squares, frames, and tetrahedra, demonstrating a unique approach to beading structures with unexpected twists and color variations. The author emphasizes the artistic complexity introduced by these methods, providing a creative reinterpretation of traditionally two-dimensional impossible figures in a three-dimensional space.
My first stop was making a connection to present day pop culture and the main idea of this article, seeing the mathematics involved in beading. The pop culture trend I thought of was how concert goers and fans are creating friendship bracelets that they wear to Taylor Swift concerts and exchange with other fans. This led me to thinking about how connecting current pop culture trends might lead to greater interest from students. Students could be introduced to using beading as a way of showing mathematical knowledge. Then students could be involved in creating a representation of a mathematical idea (patterning and shapes) by using beading.
My second stop was related to how beautiful the shapes are that Gwen created. It is a challenging task to help students see the beauty in mathematics if they have already built-up barriers or a negative mindset. This article shows ways educators can integrate different ways of thinking about shapes and mathematics in a way that might shift students thinking about beauty of mathematics.
Introduction, Videos, and Activities
The introduction had me thinking about my own ability to notice mathematics in different and sometimes non-traditional ways. I think this is in part due to the K- 12 education system I experienced as a leaner. Now, as we work on shifting the idea of what mathematics is and how it looks in schools, I am still learning to notice the math around me. “Learning involves patience and time” is one of the First People Principles of Learning here in BC. I think it serves as a good reminder for us doing this work that no matter the age of the learner it takes time and to not feel pressure to integrate all ideas at once. It takes trying and experimenting and adjusting to integrate new ideas into ones teaching practice.
I was drawn to watch Making Mathematics with Needle and Thread: Quilts as Mathematical Objects. It was interesting to understand the basics of quilting as it is a hobby my mother has recently taken up. After watching the video, I got the idea to discuss quilting with my mom and ask her to describe her process and if she has ever viewed steps in her quilting process as math. I noticed a connection to last week’s activity as the audience member are brainstorming ways in which mathematics is involved in quilting and the Fibonacci sequence is discussed.
For my activity I choose to watch “What is the best way to lace your shoes? Dream Proof”. I was experimenting with my own lace tying abilities as I was watching. I was drawn to this video as I am an early primary teacher and most of my students cannot tie their own shoes. That does not mean they will not come to school daily wearing shoes with laces! This video had me thinking about how I could use this with my students and not only help them build an understanding of the math involved in tying shoes but also help them build a life skill of tying their own shoes! I have lots of wonderings around how we involve parents and caregivers in this “new” way of doing math. This video could also be used to share with them to help shift their perspective of what is math.
Amanda, your summary of the article you read makes me want to find out more…your descriptions evoke such visuals of these shapes, that I want to find out of what I’m imagining is how they look. Nice connection to Taylor Swift. Although I don’t think I could name one of her songs, using that as an example with students would likely ‘hook’ many. This afternoon I met with a coworker who wanted to discuss integrating more coding into math classes. We talked about how a Codey Rocky could be used to create nets and then be constructed into 3 dimensional shapes. We also talked about how visual arts outcomes could work cross curricularly, looking at design, pattern, etc. If I wasn’t in the this course, completing these activities each week, I don’t know that I would have made the connection to the students’ art class.
ReplyDeleteIt’s neat that you might try some of the lacing techniques with your students. That wasn’t the activity I focused on, but I did take a quick look at the video. It got into some pretty complex concepts but I think it could be brought back to basics, exploring simple shapes, symmetry, pattern, etc. I’m curious, did you mom see any connections between her quilting and mathematics? Quilting a quite a tradition here in Nova Scotia, but not something I have experience with. As you mention, maybe I could learn with patience and time.
My apologies that it took me a while to engage with the week 8 posts - I was out with pneumonia this week and it has hit me pretty hard.
ReplyDeleteI love the connection you made to present-day pop culture and students creating friendship bracelets and the relationship to Taylor Swift - this practical application of beading/mathematical knowledge can really strengthen students' relationship to the work and give students another perspective for engaging with math work. Tactile and visual elements as well as aesthetics and visual appeal can definitely improve student comprehension and retention.
Overall the relationship between math and fibre arts is intriguing to me - I am the furthest thing from a person who would normally engage in fibre arts - so I would need a lot of guidance and help in getting through something like that with my class. But I do think it has some potential for making math more accessible and engaging for students through creative modes of sharing.