Jun EDCP 342A Math Pedagogy

The point of the math art was to understand the math and the beauty that the art had demonstrated. We had asked Margaret Kempner about what lied in each representation of colours on the 8x8 board and what numbers were exactly represented in each tile. After reading her response through email and the famous math video channel called Numberphile, we started to grasp one by one the general meaning behind her art pieces and the reason why the colours and shapes are put in a certain pattern. In the end, I think we did a pretty good job of finding the beauty and math of it and yet there was a room for improvement, I believe, in addressing Ms. Kempner's contribution to our math art project in general. In other words, I was not articulate in expressing my gratitude toward Ms. Kempner in front of my friends and colleagues, which I should have. Though there was a simple mentioning of her name as a creator of the arts, I hope her kindness and generosity could be recognized by our interactions...

The collaboration amongst the co-teaching partners and the structure of lesson were a bit of an issue, according to many feedbacks we have received. Yet, I take it as a challenge for each instructor having to teach in a totally new settings of a lesson that was being developed during that 15 minutes. Some haven't heard from me as a instructor role and there was a bit of concern there so I do not take the advice I have received lightly at all with regards to my responsibility of the instructor as part of a team. With the responsibility of the instructor as an active participant in the learning process, I think it was a good adventure though that for us to try new type of teaching and putting ourselves in the active learning process. The another aspect of the evaluations that peer instructors have given us is that some had a trouble understanding because everyone had to know the subject before delving into the activity in the first place. To some, it was...