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. ...
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, ...
My first impression of using the number 60 as base rather than 10 was simple: I thought of the clock system we use today. There are 60 seconds within a minute, and 60 minutes within an hour, so it made sense. Perhaps 60 was the "original" base number, but the number 10 was used later in many other scenarios to make counting much easier (akin to how the Chinese language was simplified). The number 12, which is a factor of 60, also serves significance in the Chinese culture, where the 12 zodiacs play a major role in people's beliefs, values and even social behavior. It's also interesting that how the square of 60, which is 360, equates to a full circle in degrees. Since the Sun and Moon were divine symbols in most ancient cultures, the number 60 could hold also significance. This was prior to being introduced the historical background of the Babylonians and doing the in-class activity with my peers. Further research into its origins somewhat confirms that I was on th...
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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