Dancing Euclidean Proofs

    This article makes me relate to two big ideas other courses have talked about. The first being allowing students to take ownership to their work. As teachers we always want to find ways to motivate our students. One of the best ways to do so is to allow students to establish a sense of belonging. On one hand, it is about having students feel they belong to the classroom. On the other, it is having students feel their work belong to them. Have students first plan out each move and execute with their own body definitely established a sense of belonging. Relating to me own experience, when I took the Euclidian Geometry course in my undergrad, I had to understand dozens of proofs. However, none of it was memorable for me.  Another idea that stood out from the paper and the courses I have been taking is about the indigenous way of learning. Through dancing on the beach, it sparks the "dynamic relationship between us and nature". As we continue to learn about the indigenous way of learning, I have always found that Math is relatively more difficult than other subjects. This dancing activity highlights how our body can be a median between Mathematics and nature.

    Demonstrating a geometrical proof through dancing may not be the most accurate Mathematical display. However, If I have learnt anything from this course in the past 2 months is that we need to put aside the modern way of Math to appreciate a “new way” of seeing Math. Moreover, this kind of activity can help Math disconnect from some of its stigma (numbers crunching, precision, tedious calculations). At the same time it can include more students with different learning styles to participate.