Reflection for Week 7 - What Mathematics Education Can Learn from Art: The Assumptions, Values, and Vision of Mathematics Eduction
Reading
Summary
According to Eisner, one can deal with educational challenges by considering them through an artful lens. In this reading, Eisner's ideas are used to examine mathematics education from an artistic perspective. The reading discusses a story from a grade 7 mathematics textbook. In many North American mathematics classes, the educational experience is dull and monotonous. The author claims that by viewing mathematics as a form of art, teachers can make the classroom experience more stimulating.
First stop
On the first page of the reading, it is mentioned that science has always been the default lens through which problems with education and learning were identified. After this, the author makes a comparison between science and art, describing science as "dependable" and "testable" and art as neither of those. I stopped while reading these sentences because it made me realize that I have always looked at things from a scientific perspective. I like how Eisner contrasts the scientific and artistic ways of thinking. The author says that mathematics lessons from classrooms and textbooks can be interpreted in narrative terms.
Second stop
In the section titled "A New Vision for Mathematics Education: Mathematics as a Narrative," it is mentioned that there are examples of stories in history that combine logic and aesthetics. This made me intrigued about such stories, and I was curious to know more about them.
Third stop
In Figures 1 and 2, there are proofs of the irrationality of the square root of 2. These figures made me stop because I am a mathematics student, and I have seen this proof before in my mathematics courses. Sinclair's narrative reading of the proof of the irrationality of the square root of 2 is interesting for me because I like how artistic elements are used in this proof.
Questions
- What are some strategies that teachers can use to theorize mathematics as art in their classrooms?
- Should the mathematics curriculum be reformed to include narratives and mathematical stories?
Eisner has really interesting views about math and art! I also got curious about the stories in history that combine logic and aesthetics. I would appretiate If professor Susan can give us any reference about this point! I would like to understand deeper this point ;)
ReplyDeleteAs I reflect on the weaving videos and the weaving sessions led by our professor Susan in our classroom, I am reminded of how these artistic expressions beautifully showcase the patterns and symmetry inherent in mathematics. Witnessing the weaving process sparked our curiosity and engagement far more than traditional lectures ever could. It's clear to me that it's time to break away from the dull, monotonous, and stereotypical methods of teaching mathematics.
ReplyDeleteI believe that, as educators, we can inject creativity into mathematics lessons by incorporating activities like drawing, painting, sculpting, and storytelling. By integrating these art forms, we can bring mathematical principles to life and demonstrate their real-world applications more tangibly. Collaborating with art teachers to weave math concepts into their curriculum can foster interdisciplinary learning, enriching the educational experience for students.
It's the need of the hour that the present mathematics curriculum be reformed to include narratives and mathematical stories, as evidenced by your stops two and three above. By presenting mathematical concepts artistically, we can make them more appealing and engaging for students.