Reflection for Week 8 - Learning to love math through the exploration of maypole patterns

Reading

Learning to love math through the exploration of maypole patterns

Summary

This journal article explores the integration of mathematical concepts into the study of maypole dancing, aiming to engage liberal arts students in a deeper exploration of mathematics. The paper highlights the general class structure and teaching approach, with Julianna providing her student perspective. The primary focus of the paper is on the mathematics discovered during the Fall 2016 class and Julianna's subsequent independent study in Spring 2017. The central question addressed is the determination of non-equivalent ribbon patterns based on the number of dancers and colours used in maypole dancing. The paper seeks to demonstrate how this unique approach can stimulate interest and understanding of mathematics in a non-traditional context.

First stop

In section 5, there is discussion on the mathematics of maypole ribbon patterns. Reading about the maypole dance and its intricate ribbon patterns evokes a sense of nostalgia and cultural richness. The description paints a vivid picture of a celebration, where people come together to participate in a tradition that has been passed down through generations. Imagining the colourful ribbons intertwining as the dancers move in synchronized patterns around the maypole creates a feeling of unity and joy. It is a beautiful reminder of the diverse and vibrant tapestry of human traditions which connect us across time and borders.

Second stop

Definition 5.5 on page 140 is on colour change in a ribbon. I find the concept of a colour change in a ribbon pattern very fascinating! The idea of exchanging all ribbons of one colour with an equal number of ribbons of another colour while maintaining the same positioning adds a layer of complexity and creativity to the dance. The example with BWBW transforming into GWGW illustrates this beautifully, showcasing the interplay of colours within the intricate patterns. It is amazing how such simple swaps can bring about interesting transformations, adding a delightful element to the maypole dance tradition.

Questions

  • How can maypole ribbon patterns be used to teach effectively in a mathematics classroom?
  • Should "group theory" type topics like maypole patterns and weaving patterns be a crucial component of mathematics education at the elementary school level?







Comments

  1. March 6, 2024 at 6:42 AM

    Thank you for your description of the paper. I got so curious that I went to read the paper itself. Unfortunately, I have never studied group theory so I could not make further connections. However, I see the value of the activity as an experiment to make students curious about patterns and ways of generalizing for all situations, which is one of the main beauties of mathematics. In this sense, my point is more related to how to go to the next step of this exercise without leaving students disappointed that they are not able to go further. Given that is a Graduate student topic, how would the teacher develop the next step using only k-12 math?

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  2. AnitaMarch 6, 2024 at 11:25 AM

    Maypole ribbon patterns offer a rich opportunity to teach various mathematical concepts dynamically and engagingly. Mathematical principles such as symmetry, geometry, and group theory can be explored by exploring the symmetries, transformations, and patterns inherent in maypole dancing. I recall our weaving activities in last week's class; we worked collaboratively to create intricate patterns, observing symmetrical patterns and definite rules to follow; otherwise, we would not get the weaving pattern. Similarly, students develop essential mathematical skills by engaging in hands-on activities and fostering creativity, critical thinking, and collaboration. Group theory type topics, including maypole patterns and weaving patterns, should be considered crucial components of mathematics education at the elementary school level. Group theory provides an excellent framework for understanding the symmetries and transformations present in these patterns, offering valuable insights into their mathematical structure and properties. For example, in maypole dancing, exchanging all ribbons of one colour with an equal number of ribbons of another colour while maintaining the same positioning can be viewed as a permutation or rearrangement of elements within a group. Each possible arrangement represents an element of the group, and the operation of exchanging colours corresponds to a specific transformation or action within the group. We can lay the foundation for more advanced mathematical thinking and problem-solving skills by introducing students to group theory concepts early. Moreover, exploring real-world applications of group theory, such as maypole dancing and weaving, can help students see a deeper appreciation for the relevance and beauty of mathematics in everyday life.

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