Dancing Euclidian Proofs: reflection

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 beneficial for high school mathematics education. It offers a multisensory, experiential approach to understanding mathematical concepts, making abstract theorems and historical math come alive. It encourages students to actively engage with mathematics, promoting deeper comprehension and appreciation of its beauty and history. However, potential constraints might include limited time, resources, or the need for skilled instructors, as well as logistical challenges in adapting outdoor or unconventional settings for dance, which may not always be feasible within the constraints of a standard high school classroom.

Comments

  1. stephalafDecember 10, 2023 at 4:53 PM

    Hi Shawn, your reflection on the interdisciplinarity of mathematics is thoughtful. I really like your mention of how we embody math. I encourage you to continue thinking about how you might address the challenges you mentioned. Do you think you would do something like this in your classroom?

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