Yu's Math Tent

https://drive.google.com/file/d/1817hg2p_quq_flwIb_YcbBN91eI3ViaX/view?usp=drive_link

I tried one of the shoe-lacing methods that the video author’s friend found in a French shoe shop a couple of years ago. At first, I chose it just because it had a regular pattern, which is not complicated but a little bit challenging for me to try. However, when I finished it on the first attempt, I realized that I had underestimated it. Following my past experiences of tying shoes, I went through the lace from both sides of the shoe hole, but it ended up finishing in the same hole. Therefore, I observed the pattern again and decided to start it from a single side. The result did get close to the example pattern, but another problem was the length of the lacing was different on both sides, which was not what I had anticipated. Even though it meant I should try it again, I still decided to first wash my dirty shoes because I couldn't stand their messiness anymore... As for the experiment, I think it can wait until after my shoes dry.

Hawksley, A. J. (2015, July). Exploring ratios and sequences with mathematically layered beverages. In  Proceedings of Bridges 2015: Mathematics, Music, Art, Architecture, Culture  (pp. 519-524). Summary The research elaborates on how this workshop utilizes the flexible ingredient ratios in beverages to explore and teach fractions and integer sequences. Various ratios of sugar to water result in different densities, allowing for layering. Moreover, this characteristic enables visually compelling effects when food coloring is added to the layered drinks. The workshop conference is divided into three sections, designed to support educators interested in developing activities. The first section focuses on discussing ratios and fractions. The second section delves further into integer sequences. The final section addresses the abstract and pedagogical aspects of the workshop, including guidance on creating layered beverages. Initially, the beverage is layered according to a monoto...

My PH4 poems.

Karaali, G. (2014). Can zombies write mathematical poetry? mathematical poetry as a model for humanistic mathematics. Journal of Mathematics and the Arts , 8 (1–2), 38–45.  Summary Math is a perfect model for what makes an activity human, as it involves the three main ingredients of what makes our species special: cognition, consciousness, and creativity. The author believes mathematic poetry can be the ideal ambassador to humanize mathematics in the eyes of those who mostly care little for mathematics.   Mathematics has existed for millennia, while the term 'humanistic mathematics' is only about 30 years old. Most people consider math and the liberal arts as two entirely different domains, yet similarities can still be found between them. For example, poetry is inherently linguistic. The difficulty of translation is a main indicator of its deep connection to a specific language, just as mathematics depends on the precise use of language. In other words, mathematics itself spe...

Campbell, J., & von Renesse, C. (2019). Learning to love math through the exploration of Maypole Patterns. Journal of Mathematics and the Arts , 13 (1–2), 131–151. https://doi.org/10.1080/17513472.2018.1513231 Summary This paper serves as a narrative documenting the journey of liberal arts students as they delve deeply into mathematics. Professor Christine von Renesse's course, "Mathematical Explorations," is designed to provide a foundational class for students majoring in non-mathematical subjects. Therefore, this research not only examines the maypole dance through a mathematical lens but also offers insights from one student in the course, Julianna, who shares her personal struggles with math, her decision to give it one last chance, and how she overcame the challenges encountered during mathematical explorations.   For many liberal arts students, math can feel like a nightmare. However, in this class, comprised of students from various majors, they approached mat...

Group members: Hsuan-Yu(Sandy) and Natalie Project name: Appreciation of embodied mathematics through triangular numbers among sport stacking Grade: 6th Brief introduction:      Mathematics has long been considered a subject that is dull and boring, with students frequently questioning its application in daily life (Dietaker, 2015). To enhance students' interest in Mathematics and help them recognize its use in everyday life, particularly in the Grade 6 unit on Numbers and Patterns, two mathematical activities—stacking sports and human pyramid—will be conducted as a continuation of the topic.      Sport stacking was started in Southern California, USA in 1980. In 2001, the World Sport Stacking Association (WSSA) was founded, which established universal rules and standardized the activity forms of 3-3-3, 3-6-3, and Cycle (Chang, 2020). They not only hold world championship contests but also promote sport stacking activities as part of over 47,000 school a...