Margot's EDCP 442 Blog

Firstly, I think that the use of our bodies as a form of expressing mathematical proofs and theories is well justified. The report and video did a great job at portraying the different benefits this visual and kinesthetic learning style can have on understanding the content better. Milner and Duque's mentioned that by going through each part of the dance, creating a flow of movements they are able to mimic how "proof's unfold over time". This was interesting to me as I had forgotten that proofs were solved through different interpretations, trial and error alongside, piecing together the different axioms.  Moreover, I enjoyed how they were able to explain that with expressive content there is a certain level of intuition and reasoning that you have to consider in order for the rest of the audience to understand where you are coming from. They did this by listing their different assumptions that they had thought of before videoing the different proofs. As seen in the s...

It was a beautiful yet confusing poem for me at first as part of the poem uses biblical allusions such as "O Holy". It wasn't until I dug deeper into the history of Euclid to understand where this background and purpose of the biblical ties came from.  As mentioned in the title of the poem: Euclid or otherwise known and Euclid of Alexandria was a Greek mathemetician that was given the title: The Father of Geometry. Many of his geometric theories stemmed from a series of axioms. This implied that, given an assumption that a statement is true, it is a starting point for exploration and rational thinking. I believe that this poem written by Edna St. Vincent Millay truly captivated the nature of geometry that Euclid was known for by adopting the use of an iambic pentameter structure with the occasional " strategically placed occurrences of dactylic meter, which successfully slow down the poem where new ideas begin or old ones end." (McGee, n.d.). This musical meter ...