Week 2-Activity (or the connections between seeds and mathematical learning)

 

Differences it made to observe fruits and vegetables and to have an octahedron, icosahedron while reading Kepler:

Personal: This week, I was able to observe only some fruits (living in a remote area comes with very limited produce in our grocery store). I observed a kiwi, an apple, and an orange. When I was reading Kepler’s excerpt, it allowed me to create a mental image of the fruit while reading, which allowed me to contrast the patterns found in the fruits I opened with the pomegranate Kepler was talking about. It made it easier to associate what he was saying to an analogy I knew well. For example, I was able to contrast the rhombi shape of pomegranate seeds with the more oval shapes of the kiwi seeds and apple seeds. This difference probably comes from how the fact that the these seeds have a sturdier exterior and how the forces are compressing the seeds.

I also looked at images of vegetables and honeycomb online, but it did not help me so much. I really struggle to build the solids (I do not enjoy crafting so much) and having it while reading did not help me much either. Although, I think it might be due to learning preferences: I learn well when I touch and feel objects (better than when I just see), and it is easier for me to understand a shape with a ‘real object’ (like fruits) better than an ‘abstract’ shape (like the octahedron).

Difference to learn from real 3D living things and/or object with shape, texture, smell, taste, etc.:

Students: First, I think it allows a different perspective to understand a concept. For example, I can see how touching an equilateral triangle and making an hexaflexagon could help my students get a better understanding of equilateral triangles and their properties (it would also help them remember the name better!). Furthermore, I believe that bringing shape, texture, smell into the classroom facilitate learning by awakening the imagination. As Judson (2017) said: “Human beings never just think, they perceive and they feel at the same time.” To help students make sense of mathematical concepts, we need to join the knowledge to creativity, emotions, and imagination. Although, I wonder how I could apply different smell, taste, and texture to more abstract concepts than geometry.

Students with sensory impairment: For students with sensory impairment, I think it would allow them to rely on the sense they use the most to learn (which can only help learning!). As mentioned in the introduction, education is based on seeing and hearing, but a student with a sensory impairment develops their other senses much more to balance the impairment. Thus, their learning should embrace this superpower and learning activities should be developed in consideration of the sense they are the most comfortable using.

Reference:

Judson, G. (October 30, 2017). Engage Emotion, Engage Imagination: Cognitive Tools At Work. [TEDxWestVancouverED]. Youtube. https://www.youtube.com/watch?v=loIZyzPVgrU