This week's introduction touched on a few points that got me thinking about math and making. I am the last person you might find weaving or twine-making but some of the more modern technologies do appeal to me (laser-cutting, 3D printing, etc.,)
I think if there is one thing this course has exposed me to and really got me thinking more about is the diversity of mathematical practices. This course has explored a ton of traditional and contemporary practices, with a goal of getting me (and more importantly, my students) experimenting with these practices as a way to make connections to mathematical principles. While I can appreciate the mathematics within the technologies of rope-making, loomed textiles, and natural dye processes, the honest fact of the matter is that it is unlikely that I will engage in many of these given the materials and time necessary - they simply feel so far away from my comfort zone. I do enjoy watching this hands-on approach, though. I am much more likely to engage in some of the more modern approaches, like upcycling waste materials for creative re-use.
Bohr & Olsen (2011) The ancient art of laying rope
Bohr & Olsen (2011) take a look at the historical significance of rope-making, and draw attention to the symbolic importance. The authors identify examples from various cultures which emphasize the historical and cultural significance of rope-making practices. The discussion within the article extends to scenes depicting advanced rope-making techniques in ancient Egyptian tombs. The authors further take a look at the geometrical properties of ropes, and discuss the similarity in the structure of ropes made from different fibrous materials. I've never really thought about it too deeply, but there is a universal relationship between the interlocked nature of a helix and the number of rotations in a helix. Bohr & Olsen (2011) reveal some universal behaviour of helix structures.
Secondly, the article examines zero-twist structures, which is a rope that is rigid and inextensible. I've never really thought much about ropes as geometric structures but it makes sense when put within this context. If I could connect it directly to our curriculum, I wouldn't mind the idea of exploring the relationship between rope-making and geometry with my students, but I think the ideas of rigidity and extensibility are more in tune with other curriculums than the Alberta Grade 6 curriculum that I am working with. I think about tensile, compressive, shear, and torsional strengths and loads and high school curriculum when I think about those kinds of things. If I were taking this up with younger students it might have more to do with the symbolic and traditional nature of rope-making than the mathematics.
Hi Malcom. When I started reading the first paragraph of your post I immediately thought I would describe myself as the exact opposite - I am the last person you might find interested in modern technologies…
ReplyDeleteI appreciate your honestly about use of these ideas moving forward with your classes. I agree, this course has exposed us to so much. For me, it’s been eye-opening. I feel like I do have a much more robust and thorough understanding of how broad and varied mathematics really is. I do hope to incorporate movement into high school courses, now, in a much more intentional way.
With my newfound knowledge of rope from this week, one of the things I keep thinking about is how the strength and integrity is much more connected to the process of creating the rope than the material itself. I think that might be a nice metaphor for something, however ‘english’ is not an area of strength for me.
There’s a rope making company in my town, called Nova Braid (https://www.novabraid.com/). It wasn’t until I connected with them last year for a Co-op placement that I realized the scale and craft involved in their business. Housed in a huge warehouse on the shore, a combination of old and new technology along with skilled craftspeople create custom rope for a wide range of application. Driving by, I don’t know that people truly appreciate what goes on in that building.
Good luck finishing up your final project!
You brought forward an interesting idea regarding traditional technologies and modern. I think we as educators play an important role in helping students experience both. Even though one may speak to us more than the other, it could be the opposite connection for students. This course has reminded me that it is important to be vulnerable with students and show them that we are still learning.
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