Week 9 Reading: Radakovic, Jagger & Zhao: Writing and reading multiplicity in the uni-verse

 

2024-03-09

Reading Reflection

Summary:

The article "Writing and Reading Multiplicity in the Uni-verse: Engagements with Mathematics through Poetry" discusses the intersection of mathematics and poetry through the analysis of two poems, "A Love Letter” by Nanao Sakaki and "My Universe" by the author Nenad, and the subsequent engagement with mathematical poetry by students.

 The poem “A Love Letter” beautifully encapsulates various circles of existence, from the intimate to the cosmic. For instance:

·       Within a circle of one meter, you sit, pray, and sing.

·       Within a circle ten thousand kilometers large, you walk somewhere on Earth.

·       Within a circle a million kilometers large, you embrace galaxies and the whole universe

Inspired by Sakaki’s poem, Nenad penned his poetic reflection, titled “My Universe.” In this response, he weaves mathematical themes into his personal experiences:

·       Within a circle of one meter, he sits alone, listening to classical music.

·       Within a ten-kilometer circle, he visits friends and their daughter.

·       Within a circle 100 thousand kilometers large, he waves goodbye to the satellites.

·       Within a circle a million light years large, he embraces galaxies and the entire universe.

 Simultaneously, Susan was teaching an elementary mathematics teaching methods course. She sought ways to engage her anxious teacher education students with mathematics. Together with Nenad, they explored mathematical poetry, discussing its themes and structures. Their experiences led them to incorporate mathematical poetry into their teaching practices. They explore the personal, authentic, and emotive nature of poetry in expressing mathematical concepts. The article reflects on the interpretation and meaning-making of poetry, challenging the formalist approach and advocating for the multiplicity of meanings in mathematical poetry.

Stops:

1.  According to Derrida, meanings are not stable but are instead caught up in the endless play of relations and differences between signifiers (words) and signified (concepts). This play is dependent on the reader and the reader’s prior uses and understandings of and experiences with those signifiers and signified. (P.4) 

In poetry, meaning is not fixed but is constantly shifting due to the interplay between words and concepts, influenced by the reader's subjective interpretations and past experiences. Mathematical poetry can benefit school children by illustrating the fluid nature of meaning in both mathematics and language. By engaging with mathematical concepts through poetic expression, children can develop a deeper understanding of abstract ideas. This approach encourages creativity and critical thinking, allowing students to explore mathematical concepts from multiple perspectives, thereby enriching their learning experience.

Question

 My question is what are some ways of incorporating problem-solving through poetry and How prepared are you as a teacher to integrate poetry and mathematical models to foster recognition of patterns, creative problem-solving, strategic thinking, and time-saving methods across subjects?