In the video, the dancer and mathematical choreographer, Samuel J. Milner, provides an insightful thought on why we want to embed aesthetics, especially artistic choreography, into mathematics: “When you see it on the page, it’s all there at once. But when you go through it mentally, you need to go through it step by step. So doing it as a dance, which takes time, somehow makes a little bit more mental sense… [1]” Back to the ancient time, the process of establishing the truth of a mathematical statement is torturous but exciting. Designing the dances to recreate and visualize those hot inventions is a valuable opportunity for our students to dissect the process of proofs step by step. Dances anthropomorphize mathematical ideas and make rigid proofs more vivid and memorable. Moreover, the article written by Samuel J. Milner, Carolina Azul Duque and Suan Gerofsky also bring out an innovative platform on which we can meld land-based learning and decolonization with mathematics ...
Sijie, Your presentation is wonderfully curated to bring together the history, sociology, art, and, mathematics of Tangram. This is a great presentation for teachers and students. You have reminded me of details for the use of Tangrams in teaching and learning. As well, the story of the spread of Tangram to Europe is something new for me. I like how you have used one whole piece of paper to create each part of your Tangram.
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