course reflection

What fascinates me the most about this course is the range and depth of topics that we have covered. When I first saw the title of the course "Mathematics History for teachers",  I thought to myself, "history and math, how interesting can these two topics be". I thought we were going to read some long articles to find out how important mathematical theories were discovered in history. 

Surprisingly, the history component of this course turned out to be quite interesting. I like how we didn’t just learn about the history behind the developement of mathematics, but also the history of the nations and culturesthat contributed to mathematics. I also enjoyed the artistic aspects that were added to learning about the history of mathematics.

Throughout the course, we have worked on math problems that could be used as starter activities for high school students. For example, the locker problem and the magic square. I have asked my grade 8s to work on the magic square problem during my short practicum. Again, I like the range of topics and questions we have covered in this course. The way that this course is organized is also very interesting. It is my first time taking a course that asks students to write blogs. Anyhow, I think it is very creative and fun.

Since we are learning online, the level of interaction between classmates is limited. One suggestion I would like to make for this course is to have more in-class and blogging interaction and between classmates, so we can get to know each other better.

Thank you Susan and Amanda for a great term! 

self-reflction on assignment 3

 I really enjoyed working on this final assignment for the course with my group mates Chloe and Yiwen. Although we have not met each other live in person, but it seems like we have known each other for a long time. We also worked together on the first assignment, and we had no problem with communication and collaboration. 

We didn't know what topic to choose for this art - history project at first. Since we are all from China, we thought we would research an important Chinese figure that has made contribution to mathematics. However, we could not come up with creative artwork to do with such a figure. We then saw the email from our instruction Susuan suggesting on history of sundials. We thought it could be an interesting topic to work on. We also decided to compose a drawing/picture of sundials so we could each be in charge of one part of history and one part of the artwork. 

In all, the collaborative component went well and I can't wait to present our work to the class. 

Assignment 3

 

Our group chose to represent our topic, the history of sundial, through this piece of drawing. This is because sundials are usually artistic in their designs, and visual representation can easily differentiate the various types of sundials. In history, many nations have individually developed and used sundials to keep track of time. Since there was no direct linkage between all the nations in using sundials in history, we have decided to combine all our findings together in one drawing.

In this drawing, we have put the large sundial in the center with cardinal directions pointing at the geographic location of different regions. Although being a sundial, the large sundial tells a different story from the time. We are focusing on the history of sundial in ancient China, ancient Greek, Renaissance Europe, and Medieval Islam. For each region, we put down the most typical representative sundial used in the era by the mentioned nations.  On top of that, we are representing our findings with drawings that we think are symbolic of the history and development of corresponding sundials. We decided to place the sun at the east where it rises, and the shadow of the gnome separates the three regions that we are going to introduce in detail. 

In teaching, we can show this drawing to the class, and ask students to discuss the history and relations to the given topics. The topic of sundials can be used to explore how trigonometry was used to tell time and improve the accuracy and precision of sundials from different periods of time. This artwork can also be combined with geography or physics classes where it is relevant. We can also include a hands-on activity in class to engage students in making sundials. 

References 

Berggren, J. L. (2007). Sundials: An Introduction to Their History, Design, and Construction. Hands on History: A Resource for Teaching Mathematics, (72), 19.

Berggren, J. (1999). Sundials in medieval Islamic science and civilization. Coordinates, 1(9), 6.

European association for astronomy education. Short history of sundials. Retrieved 07 Dec 2020, from https://www.eaae-astronomy.org/find-a-sundial/short-history-of-sundials

Sabanski, C. (n.d.). Equatorial Ring Sundial. Retrieved December 14, 2020, from https://www.mysundial.ca/tsp/equatorial_ring_sundial.html

Shell-Gellasch, A. (Ed.). (2007). Hands on history: A resource for teaching mathematics (No. 72). MAA.

Sundial Histrory - First Time Keeping Device. (n.d.). Retrieved December 14, 2020, from http://www.historyofwatch.com/clock-history/history-of-sundials/

Vincent, J. (2008). The Mathematics of Sundials. Australian Senior Mathematics Journal, 22(1), 13-23.

Assignment 3 draft

 

Art format: One painting and one hand-made sundial 

Reference list:

[1] 2,000-year-old sundial unearthed in southern Turkey's Denizli, Daily Sabah, 20 March 2020

[2]: Archaeologists find Bronze Age sundial dating back more than 3,000 years Ancient Origins, 07 Oct 2013

[3]: Sundials: An Introduction to Their History, Design, and Construction From Hands on history, a resource for teaching mathematics,  2007 J. L. Berggren, Simon Fraser University

[4]: Ancient Chinese Sundials Kehui Deng, 2015

[5]: A brief history of time measurement Feb 2011, University of Cambridge, By Leo Rogers

[6]: Short history of sundials European association for astronomy education

[7]: The mathematics of sundials Australian senior mathematics journal 22(1) Jill Vincent University of Melbourne

[8] http://cultureandcommunication.org/deadmedia/index.php/Sundial  (sundial timeline)

[9] https://equation-of-time.info/sundials-with-shaped-styles

Blogging on Mathematics of the Golden Age of medieval Islam

 In reading about Al-Khwarizmi's contributions, I am surprised by the fact that he also managed to contribute to geography and astronomy aside from mathematics. It is fascinating to see that many great mathematicians have also made contributions to astronomy. It makes me relate to how math may seem to be a little bit dull when it stands by itself. But when math is tied to other areas such as astronomy and sciences, it usually facilitates in finding and discovery of new concepts and new inventions. We can say that math is contributing to many areas of study implicitly. When teaching mathematics, I can tell my students that math can be applied to many other areas of study so it is important for us to learn math. 

Again, Al-Biruni's interests were wide and deep. He had contributed to astronomy, astrology, pharmacology, and of course mathematics. I am surprised by how some people are born to be geniuses and they are meant to be born to make contributions to the world. Without these smart people, the world wouldn't be moving forward. We need to thank and look up to these people for their contributions. 

Lastly, what surprised me is the fact that these great mathematicians/educators would dedicate their entire life to discovering and finding new things. Many of the works they have accomplished took them years to compile together before they were released. I truly respect their perseverance in all the hard work they have contributed to mathematic and scientific developments.