Here is our exciting first project, making cross-curricular connection across mathematics learning and the arts:
1) Form a group of 4 people from our class. (Note that one of the groups will have to have 5, as there are 25 in our group). We will aim to make each of our groups reflect the diversity of our class, so try to bring together different genders, ages, experiences, etc. as you form your group.
2) Each group will choose a math/art project from the list in the following blog post. Many of these projects are related to the Bridges Math and Art group and to mathematical artwork featured at Bridges conferences.
3) The group will work together to create, re-create or create a variation upon the project chosen. If the project is a sculpture, the group will make the sculpture; if it is a poem, the group will make a mathematical poem related to the original one, etc.
4) Because we are teachers, the aim of the project is not only to create a fascinating and beautiful work of mathematical art, but also to plan how we can use projects like this to help our students engage with and learn mathematics. Each person in the group should write an individual reflection on their blog (based on group discussions) on this topic.
5) Sharing with the class: Each group will pick a presentation time and will prepare a 10-minute group sharing presentation with the class to help others learn about your project. Your presentation must include:
a) Showing the mathematical artwork (visual or performing art) that you made. We will display all the art works in our classroom in Scarfe.
b) Letting others know where to find resources to carry out this project and how you overcame any difficult spots.
c) (Most important): Share ideas about what mathematics you might introduce to your students through this project. The mathematical ideas might be ones that relate closely to topics in the BC Secondary Mathematics curriculum , or they might relate to enrichment topics that help you show your students that math exists beyond the textbook. Think about which grade level this project would be most appropriate for, how you might assess students' work on the project, and when and how you would present it.
We will aim to have all six groups complete and present these math/art/learning projects by Sept. 30, when we finish Module A of our course.
1) Form a group of 4 people from our class. (Note that one of the groups will have to have 5, as there are 25 in our group). We will aim to make each of our groups reflect the diversity of our class, so try to bring together different genders, ages, experiences, etc. as you form your group.
2) Each group will choose a math/art project from the list in the following blog post. Many of these projects are related to the Bridges Math and Art group and to mathematical artwork featured at Bridges conferences.
3) The group will work together to create, re-create or create a variation upon the project chosen. If the project is a sculpture, the group will make the sculpture; if it is a poem, the group will make a mathematical poem related to the original one, etc.
4) Because we are teachers, the aim of the project is not only to create a fascinating and beautiful work of mathematical art, but also to plan how we can use projects like this to help our students engage with and learn mathematics. Each person in the group should write an individual reflection on their blog (based on group discussions) on this topic.
5) Sharing with the class: Each group will pick a presentation time and will prepare a 10-minute group sharing presentation with the class to help others learn about your project. Your presentation must include:
a) Showing the mathematical artwork (visual or performing art) that you made. We will display all the art works in our classroom in Scarfe.
b) Letting others know where to find resources to carry out this project and how you overcame any difficult spots.
c) (Most important): Share ideas about what mathematics you might introduce to your students through this project. The mathematical ideas might be ones that relate closely to topics in the BC Secondary Mathematics curriculum , or they might relate to enrichment topics that help you show your students that math exists beyond the textbook. Think about which grade level this project would be most appropriate for, how you might assess students' work on the project, and when and how you would present it.
We will aim to have all six groups complete and present these math/art/learning projects by Sept. 30, when we finish Module A of our course.
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