I was amazed by the creativity that the authors put into using modern dance choreography to represent mathematical proofs. Before this class, I had never thought about connecting math with arts in this fashion. As mentioned by the authors, "proofs unfold over time in a way similar to the sequential moves of a dance", and the math concepts can definitely be embodied through artistic representations. What I find interesting is how the dancers used intuition to make geometric shapes and imagining that the arms can represent equal lengths, because it's almost impossible to create precisely measured lines without any tools. At the same time, they can also be flexible and have unequal lengths to fit the parameters of a proof. I think using the body to guide the mind through geometric representations can be very helpful to the understanding of the mathematical ideas, as it provides more clarity with step-by-step movements rather than just static images on a piece of paper. ...
In this week's reading on the non-European roots of mathematics, what fascinated me the most was how the certain parallels between Greek and Indian philosophies could be drawn based on historical evidence, and that Pythagoras even went as far as India to pursue knowledge. The author brought up examples of these "mathematical crusades" to point out the importance of diverse transmissions of mathematics across cultures. Although India served as a meeting point for civilizations to trade goods and share ideas, the magnitude of influence was greater than I had imagined. A further look into the early exchanges of mathematics allows us to trace many concepts that are still in use today back to India (such as trigonometric functions). Secondly, a generalization made by the author that caught my eye was how an "Eurocentric bias" still exists across many disciplines, not just in mathematics. This is especially true in social sciences, where many philosophies and v...
From this week's reading, my main takeaways are the following: 1. The Romans rejected many of the mathematical ideas that interested the Greeks because what the Greeks focused on was too impractical. This can be explained by some of the cultural or social differences between the Romans and Greeks, where the author mentioned that Romans enter 'adulthood' sooner than Greeks, and thus the skills acquired during the early education years would not be the same across societies. Even today, what children are required to learn in one place may differ from those who grew up in another part of the world. 2. There is confusion regarding the terms "logic" and "logistics", particularly concerning their practicality and functionality. From my own understanding, I have always separated their meanings without considering if there is a possible connection. As stated in the article, logistics deals with numerable objects, and it was considered a study for slaves, ...
Hi Jackson. Your song is beautiful, and your presentation was very good. Do you have your slides that you could post here as well? Thanks!
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