Yu's Math Tent

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...

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 Summary “We must acknowledge that any grid, straight or curved, is an imposition of our own invention for our own custom or convenience” (p. 111) . The article exemplifies various examples of how human beings use grids to develop civilization in hegemonic ways, and we can also discover, through scenes of everyday life, how the grids reflect changes imposed on indigenous people and the environment by colonialists. This is achieved by equalizing, subordinating, and imposing a uniform grid geometry on the unique life, quality, and character of specific places. In contrast, if grids represent a human's sense of mastery, non-Euclidean geometry provides an alternative approach to the problem. Riemannian geometry offers a perspective, suggesting that none of those grids is inherently better than the others. Additionally, following the Copernican Princ...

The sketch depicts the scenery visible from the window of my room. Actually, before the sketching, I almost imagine the strict straight lines, right angles, and different strict geometry that relate to artificial things. I guess because these structures and patterns are easier for architects to build buildings, and also present humans' inherent inner part of following norms and rules. While in the process of sketching, I can clearly feel the inclination to use a ruler (but I didn't use it) to draw straight lines and ensure the accuracy of every right angle for the artificial elements on the paper. However, when depicting biological elements such as trees, seagulls, or grass, I allow myself to draw them freely and flexibly. I understand that regardless of whether they grow in unusual angles or directions, they all appear natural and make sense.  

Although I have read the article by Angelika Stylianodou & Elena Nardi (2019), I decided to experiment by slicing an apple, a banana, and two sweet peppers. I cut them from different parts, including the top, middle, and bottom. I wanted to observe if there were any variations in their structures. The results of this activity prompted me to reconsider the relationship between the function and shape of the inside/outside of these plants. I speculate that they grow into different shapes due to varying methods of nutrient absorption and their distinct fruiting types. For instance, the core of an apple resembles its flower, divided into five pieces and resembling a star. In Activity 2, I folded a hexaflexagon, and it took me an hour to figure out the process without using the template. Initially, I folded it into various triangles, including the right triangle and isosceles triangle. After watching a video, I realized that I needed to use an equilateral triangle to complete it.   ...