A Sad Farewell..... For Now

        Completing EDCP 442 has been an empowering experience that has tested and improved my method of teaching math. My perspective of what it means to include students in meaningful, inquiry-based learning has significantly changed as a result of reading my blog postings from the course again. I was really focused on just providing information from readings at the beginning of the semester. As time went on, my attention turned to developing classroom settings where students actively contribute to the development of their mathematical knowledge. The course focused on helping students ask and answer their own questions rather than providing answers, which is something I want to integrate more thoroughly into my future profession.

    One of my favourite aspects of the course, or a "rose," was how interactive and team-oriented it was. The gap between theory and practice was closed using activities including lesson planning, thinking back on the Thinking Classrooms framework, and relating mathematics to cultural stories from our multicultural bunch. For instance, Sahl's and I's talk on the Monty Hall Problem gave me the chance to investigate how interactive, realistic representations promote a greater understanding of concepts. Nevertheless, this also exposed one of my "thorns": my ability to present. I came to see that although my material was thoroughly studied, my delivery lacked confidence and clarity. This realization is priceless since it brought to light how crucial good communication is for motivating and engaging kids as well as for explaining concepts.

    I intend to set aside time throughout the holiday to improve my presentation skills. This includes practicing clear speech, timing, audience interaction, and increasing confidence during my performances. As a teacher candidate, I believe that knowing the material is only as essential as being able to communicate concepts in an engaging way. By being better in this area, I can make sure that both my students during my practicum and math classmates find value in my teaching.

    When I think back on the entire course, I am really grateful for the chances I had to interact with different mathematical viewpoints, such as the historical and cultural environments we studied. These components strengthened my belief that diversity and equity are crucial in the teaching of mathematics. Susan's incorporation of peer review opportunities in presentations and exercises was another excellent feature. This gave me another level of constructive criticism, which made it clearer to me that I need to work on specific areas in order to succeed as a teacher. Overall, EDCP 442 has been an inspiring and growth-filled journey, and I’m excited to take these lessons forward into my teaching practice. Thank you, Susan, for designing such a rich and thought-provoking course! 

Have a great holiday, everyone. I will see you in the new year, hopefully with an elevated version of myself.

With love and light,

Brandon Wright

Assignment 3: The Monty Hall Problem Reflection + PPT

    When I think back on my presentation on the Monty Hall Problem, it's evident that Sahl and I developed a concrete, interactive visual representation of the problem, which was an excellent strategy for holding the attention of our audience. We also wanted to interact with our audience, so we created a comical poem for our introduction as an icebreaker. The three doors were constructed using giant popsicle sticks, which offered a unique look that contributed to the practicality of the abstract ideas presented. Since it enables the audience to actively interact with the problem and get a firsthand look at the game's principles, this type of practical presentation is very successful in making math approachable and enjoyable. I can honestly say our presentation's high point was how effective the physical model reinforced our probability ideas and helped explain the Monty Hall problem. Yes, our art piece broke on the way to UBC, but our concept still spoke for itself.

    Regarding areas for improvement, I need to increase my presentation skills. It would be beneficial to practice more seamless transitions between sections, making sure every idea is fully clarified before presenting. The mathematical history of the Monty Hall issue was more fascinating by including additional storytelling components, which provided context and made the problem more relatable. Additional background information regarding the problem's historical roots, including its connection to the television program "Let's Make a Deal," and how it developed into the well-known probability puzzle was also another highlight for us. This additional information enhanced our presentation by helping the audience in appreciating the social and cultural context.

    This experience was wonderful because I personally learned a new concept that I found to be both intriguing and applicable in various real-life situations. As we discussed the implications of the puzzle, I realized how understanding probability can influence decision-making processes, not just in games but also in everyday choices. This newfound knowledge has encouraged me to explore further into the world of statistics and its relevance in our daily lives. I am now motivated to seek out more opportunities to apply these concepts, fostering a deeper understanding of how data shapes our experiences and perspectives. I would love to have the opportunity to enroll in a graduate studies program. This project motivated me to conduct additional research.

Thank you !!

 Presentation Link: Monty Hall PowerPoint

Assignment 2: Presentation Response

Assignment 2 Presentation Notes    

    Looking back on the research I did for this presentation, I can say that it was a really enlightening experience. I am proud of the PowerPoint I made, even though I was unable to deliver it. My understanding of Pythagoras' contributions to philosophy and mathematics has grown as a result of this project. I developed a fresh understanding of the connections between mathematics and other disciplines and ideologies by digging into the historical and cultural background of his work. Researching this part of the presentation helped me appreciate how this theorem transcends cultures and time periods. It was fascinating to learn that its principles were known in Babylon and India long before Pythagoras formalized it. This historical context highlights the interconnectedness of global mathematical traditions and deepened my understanding of its universal relevance.

    One challenge I had for this presentation was finding an interactive activity for our class. I wanted to make sure that my presentation was engaging for all students, even if students already had pre-existing knowledge of my topic of the Pythagorean Theorem. My interactive activity contains the concept, "Two truths and one lie." I would have handed out a worksheet that consisted of questions on this topic. For example, each question will contain 3 statements; 2 are correct and one is false. The task is to guess the statement that is false. This activity is a great example to implement in the classroom as it integrates its history and also provides opportunities for learning new fun facts, all while having a sense of enjoyment. 

Assignment 1: Presentation Reflection

     It was a rewarding experience to present Problem 1.2.3 to the class. I was a little anxious at first to explain to my peers how the volume of a pyramid frustum is derived, but the procedure forced me to pay close attention to the concepts. I had to fully comprehend the mathematical ideas and their historical background in order to prepare for the presentation. The way that ancient cultures, like the Egyptians, applied geometry to address real-world issues, like figuring out volumes for building projects or agricultural requirements, inspired me.

    For me, one of the most important lessons was the need of teamwork and communication. During the prep of our presentation, hearing the perspectives of my group members expanded my eyes to remember that it's okay to ask for help or clarification when anything is unclear. It served as a reminder to me that learning is a two-way process where the presenter and I both benefit. All things considered, this experience improved my communication and teaching abilities while deepening my understanding of the historical and cultural aspects of mathematics. It also reinforced my commitment to emphasize math's worldwide roots and useful applications in order to make it more inclusive and significant for upcoming students.

Dishes Problem

    A more practical, iterative strategy, such as trial and error or a systematic strategy based on the approximation process method, is an option to solve the Sunzi Suan Jing problem without the algebra we are familiar with. In ancient China, problem solvers frequently solved such challenges using real approaches like counting or measuring rather than the symbolic mathematical procedures we use today. One might, for instance, use an inverse approach based on basic mathematics, such as breaking a given amount into digestible pieces and modifying based on the puzzle's clues, or work through many options one at a time to get the answer. The lack of structured algebra would promote creative thinking.

    Students can benefit much from the presentation of mathematical riddles and examples from many cultures. It extends students knowledge of mathematics beyond the conventional Western frameworks they may normally come across in the classroom. To add, students can have a greater understanding of the flexibility of mathematical reasoning when they are exposed to issues from many historical and cultural settings. Students have a deeper, more comprehensive understanding of how mathematical knowledge develops as a result of this experience, which also demonstrates how many cultures have tackled mathematical challenges. This experience can be more relatable if the puzzles are based on students' cultural background, which will strengthen their association with the material.

    A word puzzle's narration can make a big impact on how much students enjoy it and how well we can solve it. By providing context and meaning, a skillfully written story may help the problem become more remembered and turn it from a dull collection of procedures and numbers into a fascinating intellectual challenge. In the puzzle's example, the historical and cultural background offers not just a mathematical challenge but also an understanding of the practical issues and age-old knowledge of the period. A deeper and longer engagement with the problem is frequently the result of the enthusiasm and interest inspired by the narration and picture elements.

Crest of Peacock

     It opened my eyes and made me reevaluate a lot of my previous ideas about the origins of mathematics after reading the article. The sophisticated levels of mathematics in ancient India, especially the creation of the decimal system and zero, was one of the most unexpected discoveries. Considering its extensive use throughout the Renaissance, I had always connected the contemporary numeric system with Europe. It was interesting to read that it came from India and actually spread to Europe via the Islamic culture. So, its important to mention that multiple countries were in collaboration

    The book's analysis of African civilizations—particularly the ancient Egyptians—and their advanced geometrical understanding was another surprise. The analysis of the pyramids' mathematical techniques surprised me, even though I had always heard of them. When geometry was used to land surveying after the annual flooding of the Nile, a developed and mathematical method was discovered which is fascinating. The striking connection between mathematics and everyday life and survival disproved the notion that practical mathematics originated solely in Greek traditions.

    The fact that non-European civilizations' contributions to mathematics have consistently been minimized or ignored in popular narratives astounded me the most. The Islamic world, for instance, functioned as a bridge to maintain and advance Greek, Indian, and Chinese mathematics, yet it is sometimes dismissed as just a "translator" of knowledge for Europe. In the history of science, this marginalization is a reflection of larger trends of colonialism and Eurocentrism. To be honest, I had to do additional research to understand these concepts. It prompted me to consider the extent to which my education has been shaped by Eurocentric viewpoints and emphasized the significance of broadening the range of historical viewpoints taught in schools.

**AN UPDATE

Entrance Post: Dancing Euclidean Proofs

It was intriguing to learn about how strong movement impacts mathematical knowledge. The first thing that caught my attention was that mathematical concepts can be illustrated through physical dance. This approach adapts proofs as fluid procedures that students may physically inhabit. It's cool to read that my body can be used for math, instead of depending entirely on formulas or visuals. Students then use spatial awareness to comprehend difficult geometric relationships, such as parallel lines or mathematical proofs, by moving in particular ways. For students intimidated by conventional approaches, this provides an approachable way to interact with proofs.

In addition to making math more interesting, this collaborative framework fosters a feeling of community and develops critical communication skills. Teamwork, which isn't usually stressed in most math schools, may be the foundation of a lot of arithmetic, which shocked me. This type of activity, in my opinion, could enhance students' understanding and admiration of mathematical history in a high school math class. Students can connect with ancient mathematicians who understood geometry through building materials and actual space by integrating proofs.

One challenge of implementing this concept in the classroom, is actual classroom space. Many classrooms might not have the open spaces necessary for students to walk about and engage in order to properly dance a proof. Furthermore, an exercise that relies so heavily on mobility might not be pleasant for every learner. Some people may be hesitant or self-conscious about engaging their body in a topic like math that is typically thought of as academic.