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:
Do you have any experience of doing poetry in math class? Do you think mathematical poetry helps students see mathematics differently?
- 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?
Hi Sukie!
ReplyDeleteWe had similar questions this week.
I have not done mathematical poetry with a group of children, but I did introduce pilish poetry to a group of curriculum support teachers who I was introducing a package of "Pi Day" resources I had compiled for them.
As they completed a few lines of pilish about their mornings, it was fun to observe the same frustrations and questions I expect in teaching this to children.
A limiting factor most often seemed to be 7,8, and 9 digit numbers which required a 7,8, or 9 letter word. This was difficult for some. Because it was a short snippet of an activity in a larger meeting, I had to cut it short, but was heartened at the number of people who wanted to continue with the activity instead of stop!
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ReplyDeleteYou asked an important question: in mathematical poetry, should the emphasis be on mathematical content and accuracy, or creative expression? I wonder if it's not either/or, but yes, and — much like improvisation.
ReplyDeleteIn creating a mathematical poem, students may be experiencing something that should be central to mathematics itself: playfulness. I think this playfulness is undervalued, and yet it's extremely important. Joy and playfulness lead to flow states, to wonder, to digging deeper. My poem might end up being a work in progress, or not the best example of creativity — but maybe in writing it, I understood a mathematical concept in a deeper, more creative way. It allows me to think outside the box.
This is what I would have thrived with in school. Being pushed into a mathematical box pushed me away from math — it's why I didn't take it beyond Grade 11. It seemed like it was for other people. But I wonder if it would have felt like mine, had I been allowed to see it as more playful and full of joy.
It makes me wonder how much of mathematical identity is shaped by whether students feel invited in — whether they have a voice that matters and a place where they belong.