The first thing that made me stop and think was the concept of embodying mathematical proofs. My worldview is highly influenced by mathematics, but it has been more passive and focused on observations so it’s quite inspiring to see a more active approach to seeing people, math, and their connection to the world. Related to the first thing, the second thing that made me stop and think was the idea of human agents becoming the mathematics we do. I find the idea of instrumentalizing our bodies for the pursuit of math to be quite provocative. One does not simply do math, but they become math and become part of the canon of the development of mathematics.
The dancing Euclidean proofs activity in class was quite interesting. Since we needed to choreograph the proof, there was additional care in deciding the sequence in which we would perform each step. This was evident when watching the other groups rehearse and perform. Our group decided to perform a rap, which similarly required careful sequencing. However, where other groups felt the math with their bodies, we engaged with the proof using another sense, hearing.
This kind of activity may be helpful for mathematics learning and understanding mathematics history in a secondary school context such that it contextualizes the mathematics students are learning. Math is no longer decontextualized numbers on a page and becomes something that you experience or something you become. As one is doing and thinking about such an activity, it also provides students with some reprieve from worksheets and gives them an opportunity to bridge the empathy gap between themselves and the many contributors to mathematics. Regarding constraints and challenges, the biggest one that comes to mind is the cultural hegemony and the pervasive idea that mathematics is answering carefully designed questions. There will be pushback from parents and students who claim that we’re not teaching math or that it’s not rigorous enough. Another concern will be from your colleagues who question your practices and worry that you won’t cover enough content to adequately prepare students for further math courses.
I like this idea of becoming a part of mathematics. I wonder if secondary students would like that. Making math fun and engaging can be rewarding and memorable for teachers and students. But, I appreciate your concerns about outside perceptions and criticisms.
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