Shawn-EDCP-442

Two striking elements in the article were the active role of human agency in embodying mathematical proofs through dance and the profound influence of the natural environment on the choreographic process. The revelation that mathematicians became active agents in embodying mathematical proofs challenged the conventional notion of mathematical proofs as detached and objective. It emphasized the experiential nature of mathematics, underscoring that mathematics is something we actively engage with and embody. Additionally, the impact of the natural environment on the choreography highlighted the interconnectedness of mathematics, art, and the environment, showcasing the world as a powerful teacher and source of inspiration. These surprising aspects prompted a reevaluation of the boundaries and connections between mathematics, art, humanity, and the natural world. Incorporating the activity of dancing mathematical proofs, inspired by the approach discussed in the article, can be highly b...

Euclid and his work, "Elements," are still studied due to their foundational role in mathematics, timeless clarity, educational value, historical significance, and practical versatility. "Elements" sets a standard for precision, introducing rigorous definitions and deductive reasoning. It has served as a textbook for mathematical principles and proof, influencing generations. Its timeless principles and applications in areas like architecture and engineering keep it relevant. The historical impact and cultural significance of Euclidean geometry continue to inspire and educate, making it a vital part of mathematical tradition and education. There is a sense of beauty in Euclidean postulates, common notions, and principles for proofs. Beauty in mathematics often refers to simplicity, elegance, and harmony in the presentation of ideas. Euclidean geometry's postulates and principles exhibit a certain aesthetic appeal due to their clarity, logical structure, and th...

We delivered a group presentation that explored both ancient Babylonians and modern methods for identifying reduced Pythagorean triples, and we further delved into demonstrating the proof of the cosine law and its practical applications. My responsibility was to explore an extension of the Pythagorean triples, for which I chose the cosine law. I selected this topic because I believe it's a concept commonly taught and applied in secondary education. While I'm aware that the cosine law has numerous practical applications, I was still uncertain about which specific application to demonstrate in the class. Then, I recalled a news article I had seen in the past about the SFU cable car project, and it reminded me of a classic problem that involves both the Sine and Cosine Laws in determining the length of the cable. Due to time constraints, I only opted for this particular problem as part of the class activity. If time allows, I might consider selecting another problem that involves ...

Yes, acknowledging non-European sources of mathematics is crucial for our students' learning. It fosters a more inclusive and diverse perspective, allowing students to appreciate the global nature of mathematical knowledge. This recognition promotes cultural understanding and breaks down biases in the history of mathematics, making the subject more accessible and relatable to a broader range of students. It also inspires students by highlighting the achievements of mathematicians from various backgrounds, showing that anyone can make significant contributions to the field. Ultimately, this inclusive approach enriches students' education and fosters a deeper appreciation for the universality of mathematical principles. The naming of mathematical theorems and concepts often reflects the historical and cultural context in which they were discovered. The Pythagorean Theorem, named after the ancient Greek mathematician Pythagoras, pays homage to one of the earliest known proofs of...

https://www.youtube.com/watch?v=cXSfHE1ZE1k https://www.youtube.com/watch?v=yfGtbNgcrQ8