Through various inputs we have explored how mathematics can have an effect on creativity. Without the Discovering Maths module, I would never have come to these conclusions myself. However, throughout history, fundamental mathematics such as shape and symmetry have been used to create artistic masterpieces. According to Barrow (2014), mathematics and art have a distinct link. This can be shown in various ways.

Tessellation

One way in which fundamental mathematics can be used in a creative way is through the use of tessellation. Tessellation can be described as the arrangement of identical shapes that cover a surface with no breaks or overlaps. Tessellation can be seen all around us from the tiles on the floor to the food we eat (mathsisfun, 2018). Tessellation is also apparent throughout the work of many artists. The work of M.C. Escher places huge emphasis on tessellation. He focused on this idea that you could fill a surface with pictures that did not overlap. He developed the complexity of his work by moving away from regular tessellation which involve one regular shape to using various pictures and making them tessellate (Tessellations.org, undated).

The first picture below helps us to see regular tessellation.

This picture allows us to look at the complex work of M.C. Escher.

 The Golden Ratio

During a recent input, we focused on how symmetry and the use of mathematics can help us to create portraits. At first, we were asked to draw a portrait freehand. I found this extremely difficult as I have always struggled with art. My first drawing included a huge head, two misshapen eyes that were too close together and a forehead that was completely out of proportion. We were then asked to look around the room at these portraits and our own faces to find some common measurements and proportions. My high school knowledge of art, reminded me that our eyes are half way down our head. Adapting on these thoughts, we were able to redo our portraits using eight steps. These steps consisted of simple measurements, for example, the width of our face is around five eyes width. It is stated by Meisner (2012) that a ‘perfect’ face is based upon the ‘golden ratio’. Therefore, this suggests that beauty can be created and based on a mathematical scale.

Through the use of symmetry and scale, I was able to create a much more realistic portrait. This input was greatly important to my development, as it allowed me to not only lose my anxieties around math but also art.

 The Rule of the Thirds

Another way in which mathematics can be used to enhance art is through the use of the rule of the thirds. This will enhance photography, as it allows the photographer to positon the main subject in the best possible way. To follow the rule, you must split a photograph into nine equal parts with two vertical and two horizontal lines. By placing the focus of the photo in a third section, it provides space around the focus. This means that when looking at the photo it is more attractive.

 In conclusion, these inputs have allowed me to explore fundamental mathematics in a different way. I have come to realise that there is much more to maths than equations in a textbook. I feel this has also developed the way I think as a teacher as now, in the classroom, I see how we can elaborate on these fundamentals to create fun and exciting mathematics for the children to experience and enjoy.

References

Barrow, J.D. (2014). 100 Essential Things You Didn’t Know You Didn’t Know About Maths and the Arts. London: The Bodley Head.

Meisner, G. (2012) The Human Face and the Golden Ratio. Available at: https://www.goldennumber.net/face (Accessed: 10 November 2018).

Maths is Fun (2018) Tessellation.  Available at: https://www.mathsisfun.com/geometry/tessellation.html (Accessed: 10 November 2018).

Tessellation. Org (undated) Tesselations – M.C. Escher 1. Available at: http://www.tessellations.org/tess-escher1.shtml (Accessed: 10 November 2018).

Maths anxiety can be defined as the feeling of fear we experience that stops us from reaching our full potential in the subject. Haylock and Thangata (2007)

This is something I can say I have experienced myself. In high school, for me, the thought of a maths class would mean doing the same equations out of a textbook without any understanding of what or why I was doing it. I became used to the idea of essentially getting on with what I was told to do – no questions asked.

After failing my National 5 exam in 2015, the maths anxiety kicked in.

Haylock and Thangata (2007) detail that this effects someone in two ways. You first stay away from mathematics problems. Secondly, your ability to recall information you already know becomes weakened. Any motivation I already had was gone. Whatever problem I was faced with, I applied a cannot do attitude. I had the constant fear of failing or constantly thinking i was doing the wrong thing.

Time came to resit the exam in 2016, by this point in the year all I knew was a series of equations with little knowledge of how to apply these to different situations. Basically the how not the why. Maths was the only subject in school I struggled through and didn’t actually enjoy.

So what? This leads us to now. Second year at university with still no idea what a right angle actually is – I know now, I learned last week.

I have chosen to take the discovering mathematics module, as I hope to use it to help to change my embedded thoughts of maths and the classes that I am used to.

Through further reading, I have learned that as maths anxiety is still a form of anxiety, it cannot be cured only managed.  I know it is my responsibility as a developing teacher to help change the views of the children In my class and teach them what I would have I wanted to be taught and told when I was struggling in class. 

Already, I have seen a huge change in myself and the way I see mathematics. When Johnathon first used the term ‘a profound understanding of mathematics’ I nearly fell off my seat. Now I am coming to terms with what this actually means. I can see that maths is all around us. We use maths everyday and have no idea that we even are. I feel that these inputs can only improve my teaching skills. Maths is something we should be excited to learn and use, and this needs to be passed on to children today. 

References

Haylock, D. and Thangata, F. (2007) Key Concepts in Teaching Mathematics. London: SAGE.

When reflecting on my own experience of RME in the primary classroom, the extent of my learning was hearing the teacher read stories from the bible or having various lessons on festivals such as easter or Christmas.

However, after attending a number of RME workshops my understanding of the subject and how I would go about teaching it has changed drastically. I realise that it is important for a child to experience different religions, and not only by telling them the stereotypical traditions, but by allow children to see and touch objects of religion. The use of artefacts can help to give children a hands on experience. It can encourage questions and rich discussion.

This discussion can include things like; Where does it come from? How is it used? and Why is it used? This can lead children into deeper thought about religion. This makes the lesson much more engaging and can excite the learning. Throughout the most recent workshop, I even learned how to dress a sari. 

Yet, it is also important when using artefacts to remember that not all children will want to participate and may feel comfortable doing so.

I now have a deeper understanding of how I plan to teach RME and I am now inspired to even try and have a go on my upcoming placement.