Final Project by Sunny & Sukie

 Link to our presentation recording (Zoom recording): Recording

(Passcode: E5cb=J?3)

 

Link to our project handout: https://docs.google.com/document/d/1Rd_fGwEP3Jn0GVSfeA7LgSSL3TTCBNcn93IenWjvsDA/edit?usp=sharing

 

 

Link to our project slides: https://docs.google.com/presentation/d/19PKjZlaSiwAh-yv8yBW6UJCsy2vzECx12GoUEzOqDRY/edit?usp=sharing

Week 9 Origami Activity Reflection + Reading Reflection

I chose to watch Nguyen’s video on origami fashion, and I was amazed by her creativity in designing origami-inspired clothing. The idea of using an oven during the making process also surprised me and made me wonder whether there could be any safety concerns since the materials are fabric. I also found myself wondering whether the clothing pieces she creates are washable or if they are mainly intended for one-time wear. Either way, I was really fascinated by her creativity and impressive hands-on making skills.

For this week’s activity, I decided to try folding the Miura-ori pattern that Nguyen used in her clothing designs. I simply used a Post-it note that was sitting beside my computer. As I followed the instructions in the video, by the time I reached the third diagonal column, I began to notice a pattern in deciding which edges should fold up and which should fold down. What amazed me even more was learning that a simple folding technique like this can eventually be used in applications related to space and satellites. It is incredible to think that folding a piece of paper can connect to such advanced technological uses. I think this would definitely be something worth sharing with students, and it’s the kind of example that can really spark their curiosity and make them go “wow.”

I also wanted to share another origami-related thought. My daughter in second grade has been really into folding paper boats lately. While I was doing this week’s activity, I picked up one of her paper boats and started wondering what kinds of mathematical connections I could make from it. As I looked more closely at the paper boat, I noticed there are many triangles formed through the folds. It made me think that it could be interesting to ask her how many triangles she can find in her paper boat. This could be a simple way to start noticing geometry and patterns in something she already enjoys doing.

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Reading Reflection

Reading option b: Gwen Fisher (Bridges 2015) Highly unlikely triangles bead weaving 

Summary:

This article presents the artwork created by Gwen Fisher based on impossible figures such as the Penrose triangle and other optical illusions. These artistic structures are made using beads and a weaving technique known as cubic right-angle weave (CRAW). In the article, Fisher demonstrates how this technique can be used to construct beaded versions of shapes such as triangles, squares, and frames that resemble impossible figures. She also extends these ideas to polyhedral forms like tetrahedra and dodecahedra, which do not have corresponding optical illusions but still showcase interesting geometric structures. Through these examples, the author highlights how bead weaving can be used to explore mathematical ideas such as geometry, structure, and visual perception. Fisher also notes that this work is ongoing, as she continues experimenting with new ways to create additional impossible figures through bead weaving.

Stop 1:

The idea that impossible figures such as the Penrose triangle appear to be 3-D objects, but they cannot exist in real space really caught my attention because it shows how our brains can be easily tricked by visual representations. When I first saw images of impossible figures like the Penrose triangle, they looked completely realistic to me. However, when I think about how the structure would actually exist in 3-D space, I realize it is impossible. What I find interesting in Fisher’s work is how she used bead weaving to create a physical object that still produces the illusion. This makes me think about how mathematics, art, and perception are closely connected

Stop 2:

The main idea that Fisher used the cubic right-angle weave (CRAW) technique to create geometric bead structures that resemble impossible figures made me reflect on how mathematical ideas can appear in unexpected art forms. At first glance, beadwork may seem purely decorative, but the patterns, color arrangements, and structures actually require careful thinking about geometry, angles, and spatial relationships. This is also another good example that shows how mathematical creativity can exist in craft and handmade art, not just in formal classrooms.

Discussion questions:

• Could creating mathematical art such as beadwork or origami help students who struggle with traditional math instruction? 

• What challenges might teachers face when trying to integrate art-based activities into a mathematics classroom?

Project Draft: 3D Paper Model

 Contributors: Sunny Hu & Sukie Liu

Hi, everyone!  

This is our draft project!  We are working on a project of creating 3D paper models for the secondary math class geometry unit.  We attached the project worksheet that students will use and our project slides.  

 

Project Worksheet: https://docs.google.com/document/d/1Rd_fGwEP3Jn0GVSfeA7LgSSL3TTCBNcn93IenWjvsDA/edit?usp=sharing

 

Slides for the project: 

https://docs.google.com/presentation/d/19PKjZlaSiwAh-yv8yBW6UJCsy2vzECx12GoUEzOqDRY/edit?usp=sharing

Week 8 Fib poem & reading reflection

Here is my attempt to write 2 Fib poems on random themes I thought of at the moment...

A Simple Promise

Oh 

My

Princess 

Take my heart 

Though I am not rich

I shall give you all I can make

For a Great Mate

Hey 

You

You are 

Doing great

Know you are awesome 

Know you are great to be a mate

============ READING REFLECTION ==============

Reading option C:

Writing and Reading Multiplicity in the Uni-Verse: Engagements with Mathematics through Poetry”

by Nenad Radakovic, Susan Jagger, and Limin Jao

Summary: 

In this article, the authors explore how poetry can be used as a way to engage with mathematics beyond traditional methods. The authors describe their experience with pre-service teachers writing mathematical poetry and reflect on how reading and writing poems opened up different ways of thinking about mathematics. Although not all poems include explicit mathematical content, the authors realized that poetry allows learners to express personal experiences, emotions, and interpretations related to mathematics. The article suggests that poetry can help learners see mathematics in a different way, and encourage deeper reflection and engagement with mathematical ideas. 

Stop 1:

The example of students writing mathematical poems reminded me of an algebra poem project I saw during my practicum. I vaguely remember that students were asked to write a poem about an inspirational figure and then create an equation based on details from the poem to calculate the age of death of that person. It was definitely eye-opening to see a poetry writing project like this in a math classroom. At the time, I remember thinking how creative the assignment was, but also how challenging it could be for students who are not comfortable with poetry. I personally don’t think of myself as a poetic person, so I can imagine feeling a bit intimidated by a task like this. Still, it is a good example of how poetry and mathematics can intersect in unexpected ways. Activities like this show that mathematics can be expressed through language and storytelling, not just numbers and formulas.

Stop 2:

“ We hoped to read poems that took up our invitation to engage with mathematical poetry, and poetic mathematics, and illustrated their understanding and application of mathematical content. And, we were disappointed to find that students’ engagement and enthusiasm about mathematics was very different from ours” (p.3)

I think this quote reflects a situation that many teachers experience. Sometimes educators introduce something new with a lot of excitement, but students may not respond in the same way. Poetry, for example, was always a challenge for me because I never felt very confident writing it. I can imagine that some students might feel the same hesitation when they are asked to combine poetry with mathematics. In situations like this, I think it is important for teachers to create a supportive environment and provide examples to help students get started. Offering multiple entry points or different formats might also help students feel less intimidated. Encouraging students to try something new, even if it feels uncomfortable at first is an important part of learning.

 

Discussion questions:

1. Do you have any experience of doing poetry in math class? Do you think mathematical poetry helps students see mathematics differently?

2. If poetry is used as a way to explore mathematical ideas, should the focus be more on the mathematical accuracy or on the creative expression? How can teachers balance these two aspects in the classroom?