Yu's Math Tent

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...

My activity is inspired by Sarah Chase's activity with numbers 3x4, 3x5, and 4x5. In the beginning, I didn't exactly understand the meaning of her activity, but after I followed the steps in the video and assumed the same posture, I realized how it worked. Then I wondered if it was possible to present the least common multiple by moving footprints. Therefore, I used 3x3 grids to design the positions of the footsteps. Initially, I drew both the starting positions in the middle of the grids, speculating that the feet would end up in the same position in the final steps, just as her arms did in the video.  However, this approach failed. Then I thought that perhaps having the feet in the same horizontal line would also make sense, but I still wanted to try another method to achieve the initial premise. So I changed both final footsteps (3 and 4) to the middle grid, and then it was successful. After that, I also tried 3x5 and 4x5 and got the same result.  Therefore, I discovered tw...

Riley, N., Lubans, D., Holmes, K., Hansen, V., Gore, J., & Morgan, P. (2017). Movement-based mathematics: Enjoyment and engagement without compromising learning through the easy minds program. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).   Summary Encouraging Activity to Stimulate Young Minds program（EASY Minds）aims to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences.   The research recruited grade 5/6 classes from eight public schools in New South Wales, Australia. They were randomly allocated to intervention or control groups. Teachers from the intervention group received one day of professional learning and a resource pack (including physical activity-promoting equipment) to enhance their teaching capacity and increase the likelihood of program sustainability. They were asked to adapt their lessons to incorporate movement-based learning into their daily ...

I chose Professor Katherine Seaton’s artwork-- Perkins' Persimmon Quilt   (2020) as my imitation practice.   I initially considered choosing a simpler piece to imitate until I saw her works. I was fascinated by her symmetric patterns, and despite having no experience in knitting, I am still intrigued by the texture of the cotton thread and the artistic process involved.                                               Therefore, I entertained the idea of sewing cotton threads onto thick paperboard, which I presumed would be less complicated than sewing on fabric (since I could anchor the sewing points on the paperboard). However, it took me nearly three hours to depict the sketches, not to mention aligning each pattern's position, counting grid squares, and measuring 0.5cm for every line. After completing the draft, I decided to halt at this stage due to time constra...

Fenyvesi, K. (2016). Bridges: A world community for mathematical art.  The Mathematical Intelligencer ,  38 (2), 35-45.                                   Summary The Bridges conference aims to build a two-way bridge between art and mathematics. In 2005, they held a conference in Banff that relied on scientific and artistic cooperation. The goal of the conference was to promote the interaction between mathematics and the arts, and due to its unique traits, it was also titled the 'Renaissance Banff'. The program is open to all community members, including adults, children, artists, university professors, art lovers, and local residents. The contents included an international mathematical art exhibit, a mathematical music night, and a math art workshop series developed for teachers by teachers. Beyond providing professional support, it encourages mathematics teachers to use creative, artistic too...