- This semester's studies have significantly expanded my views on the integration of mathematics and art in a broad dimension. For example, the math art exhibition combines mathematics with real objects and presents them in visual art, which is extremely interesting. My favorite blog post is the expansion project in September. I learned how to study other people's mathematical topics and solve problems myself and how to tie the advanced mathematical topics into an attractive way to engage students. I also learned how to bring my personal interests into mathematical art works, I had so much fun while making the baking twists. Also, I can introduce music to students that it can be tangled with the math, such as the beats and the five line staffs. The real life math puzzles are entertaining too. The locker problem and dish problem are quite interesting to investigate, especially in students' perspective. Which is really helpful to think like: 'how can I teach this would make young kids to understand?' I don't like the Hornby soup can puzzle because of the wording of the question is unclear, and the lacking information made me have to search online by myself. The most I learnt from this question is: if I make real-life related puzzle, I need to make sure to state my question very clear so that my students won't be misled to somewhere else and can work as I expected. While the Lockhart's reading is expanded my view of how to construct an effective math teaching. While necessary and arbitrary knowledge is quite interesting to consider. So do the flow and Dave Hewitt's video.
- I believe this course needs to teach some mathematics lesson plan and unit plan skills directly. Even after reading BC curriculum and comparing curriculums in other places and had some group work and mini-lesson implemented, this is not enough to go from group work to planning a complete unit alone, unless we ask our classmates from other class, Google or even AI. Fortunately, I have other teachable subject and I have also learned very good unit plan skills from other curriculum courses. But, if I do not have other teachable subjects or if my other curriculum course does not teach some unit and lesson plan skills, I will have no experience and can only take the time to study by myself, which is very difficult in this 11- month condensed program. I hope that this entire course can have more time in the future to study how to write a unit plan and is applicable in long practicum. Though I understand the future and the deep concept of why we should view math in a creative way, we should not consume too much time in a curriculum and pedagogy course for making math projects.
Overall, I have learned a lot in a sense of being creative while teaching math, I do really appreciate this learning experience.