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WEEK 10：Activity

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Throughout this continuous process of folding Miura Ori, I felt as though I was in a contest with my own patience and attention to detail. Choosing paper that was too soft made the once-clear creases increasingly difficult to discern, making each fold feel like a puzzle—should I create a convex or a concave fold next? Every time, I had to adjust the force of my fold, ensuring the crease was evident without tearing the paper. This whole process was essentially an interaction with mathematics. Speaking of the mathematical experience, it was genuinely fascinating. Initially, I hardly grasped the mathematical principles behind Miura Ori, simply following the instructions mechanically, which naturally led to a mess. Later, as I began to try understanding its geometric structure, I slowly realized that each fold was not just a physical action but a mathematical transformation, with each crease and angle having its mathematical significance. The folds didn't just create a physical form
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WEEK 10

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  WEEK 10   sarah-marie belcastro (2013) Adventures in Mathematical Knitting (in American Scientist)    Briefly Summary: The article "Adventures in Mathematical Knitting" explores the author's journey in knitting complex mathematical forms, particularly the Klein bottle, illustrating how the craft serves as a tactile approach to understanding mathematical concepts. It delves into the discrete geometry of knitting, the historical context of mathematical knitting, and the pedagogical benefits of using knitted objects as flexible, physical models for mathematical education, underscoring the interplay between craftsmanship and mathematical exploration. STOP 1 ：   “ One reason is that the finished objects make good teaching aids; a knitted object is flexible and can be physically manipulated, unlike beautiful and mathematically perfect computer graphics. And the process itself offers insights: In creating an object anew, not following someone else's pattern, there is deep
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WEEK 9: Activity

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Fibonacci poem Aesthetic of mathematics Read, Link, Words flow, Ideas wing, Questions dance, translating worlds, Math and metaph or in unity, bridging thoughts to infinity.
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      WEEK 9 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.  https://doi.org/10.1080/17513472.2014.926685    Briefly Summary: The article by Gizem Karaali discusses the interplay between mathematics and poetry, advocating for mathematical poetry as a means to foster a humanistic appreciation of mathematics. Karaali reflects on her personal journey with mathematical poetry, how it can be used effectively in education, and its role in challenging and expanding the conventional perception of mathematics as solely a logical or technical field. Through examples and classroom experiences, she illustrates the potential of mathematical poetry to engage emotions, creativity, and a broader understanding of mathematics as an integral part of human culture and intellectual endeavor. The concept of "humanistic mathematics" is emphasized as a way to h
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WEEK 8：Activity

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  I was pleasantly surprised by the amazing performance I witnessed. It was not an easy feat to achieve, but the team pulled it off perfectly. The music they played in the background was also awesome and really matched the rhythm and beats of the performance. The structure they created was equally impressive. They did all these crazy moves like the portcullis, eight-point star, oxhead, and 8/4 lock, and they did them so fast and smooth! Every single person on the team was on point and their footwork and positioning were spot-on. Watching their performance actually got me thinking - why not do math on stage too? 
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       WEEK 8 Henle, J. (2021). Mathematics that dances.  The Mathematical Intelligencer, 43 (3), 73-79.  https://doi.org/10.1007/s00283-021-10091-9 Briefly Summary: The article "Mathematics That Dances" by Jim Henle explores the intriguing connections between dance and mathematics, focusing on the joy and aesthetic pleasure derived from mathematical structures within dance rather than their practical utility. Henle discusses various dances and mathematical concepts, including the Binasuan from the Philippines, which demonstrates properties of rotation akin to algebraic topology principles. He also touches upon the mathematical exploration of dance positions, motion, and specific dances like juggling, change ringing, challenge square dancing, and the "Boxtrot," highlighting their mathematical foundations and the curiosity they inspire. The piece is an invitation to see the beauty in the mathematical aspects of dance and the patterns and structures that underlie ar
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WEEK 7 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),1653.  https://doi.org/10.12973/eurasia.2017.00690a   Briefly Summary: The article presents a study on the EASY Minds program, aimed at integrating physical activity into mathematics education to address the decline in young people's interest and achievement in mathematics. By embedding movement-based learning experiences, the program sought to enhance learning and engagement in mathematics and increase physical activity levels among children. Feedback from four classroom teachers and 66 students participating in focus groups after a 6-week intervention indicated that the program was effective in improving enjoyment and engagement without compromising the quality of learning, demonstrating a significa
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