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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 artistic expressions. 

STOP 1："This is a column about the mathematical structures that give us pleasure. Usefulness is irrelevant. Significance, depth, even truth are optional. If something appears in this column, it’s because it’s intriguing, or lovely, or just fun. Moreover, it is so intended."

While this introduction mentions the practical applications of mathematics, it also sparked my reflection on its aesthetic side. In the classroom, students often ask "Why do we need to learn this?" and "How will I use it?". My usual response highlights the everyday applications of math with real-world examples. However, this article suggests a different perspective: mathematics, like art, can be appreciated for its inherent beauty. Even if a mathematical concept has no immediate practical use, its elegance and internal consistency can be a source of joy and wonder. In that sense, mathematics can be a "useless" yet beautiful pursuit, just like many forms of art. 

STOP 2：”The Binasuan”



https://www.youtube.com/watch?v=o5RN2P-0D3w

Attempting to replicate the movements from an illustration left me confused, especially when it was mentioned that the hand makes two full rotations—720 degrees. This prompted me to search for the dance online, and what I found was astonishing. It made me realize how often we overlook the mathematical principles in our actions. The fusion of dance and mathematics, particularly through concepts like "Möbius strips" and "spin-1/2 spinor" demonstrated in dance, is intriguing. This approach not only makes complex theories more accessible but also showcases the beauty of mathematics and physics in a tangible way.This is more than just an exploration of concepts; it's an appreciation of the natural world's mysteries. By observing and engaging with such dances, we gain a new perspective on the world, bridging science and art in a meaningful way.


QUESTION： Would you choose to incorporate dance activities in math lessons to demonstrate and explore mathematical concepts? How feasible do you think this method is in practical teaching?

 





评论

  1. Balpreet Kaur2024年3月5日 17:23

    Incorporating dance activities into math lessons can be an effective and engaging approach to demonstrate and explore mathematical concepts. This strategy can offer a novel pathway for students to grasp abstract ideas through physical movement, potentially making the learning experience more interactive and memorable. Such an approach may cater well to diverse learning preferences, especially for kinesthetic learners, by fostering a more profound connection between mathematics and real-life movements and patterns. However, the practicality of integrating dance into math lessons can be influenced by factors like class size, available space, curriculum constraints, and teachers' readiness to merge these disciplines. With careful planning and supportive educational settings, integrating dance can significantly enrich the teaching and learning of mathematics.

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  2. Julian 2024年3月5日 19:26

    I haven't tried integrating dancing in mathematics lessons myself, but I believe that teachers can definitely use dance to teach mathematical concepts and make learning more interactive and enjoyable for students. For instance, exploring patterns and symmetry through dance formations and patterns is one way to do this. even though it may require rearranging the room, this approach is feasible I think and effective in helping students use both the creative and analytical parts of their brain to develop a deeper understanding of mathematical concepts. Additionally, the physical aspect of dancing can make abstract concepts more tangible for students

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  3. Renu2024年3月5日 20:58

    To be honest, I haven't tried dance for teaching math concepts during my teaching period. However, I used some music for teaching multiplication tables for grade 4 students.
    Incorporating dance activities into math lessons can be a creative and effective way to demonstrate and explore mathematical concepts, enhancing students' engagement and understanding. However, the feasibility of this method depends on various factors such as the grade level, curriculum constraints, and the resources available.

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