October 17th - Body Measurement Exit Slip

Today’s class began peacefully, with each of us sitting in our garden "sit spots" and reflecting on its mathematical beauty. Writing a thank you note to the garden set a tone of appreciation and connection that influenced the rest of the day.

Initially, I was tired when I arrived, but taking a moment to simply sit, observe, and write helped me reset my energy levels. I wrote the following: 

Thank you to the garden deities who’ve erected such colorful symmetries. The radial symmetries of flower petals protruding from the center of the flower. The fractal symmetries of the now dead but preserved vertical flowers. Whose buds occur in ascendingly smaller sizes but with more togetherness as they reach toward the sun. What a gift to be in the presence of plants that grow next to bunches of friends and look wild from a distance but, when observed in close proximity, maintain such an obvious orderly mathematical structure.

The garden deities seemed to orchestrate a balance between chaos and order, an interesting perspective to potentially carry forward into math education.

Later in the class, we used body measurements as a tool to understand distance and size in the garden. Jacob and I were genuinely shocked at how accurate these body-based measurements were.

The reenergizing feeling I got from simply being outside again reminded me that learning doesn’t always need to be rigorous or formal. Sometimes, it’s about being present, observing, and letting those observations lead us to our deeper thoughts. Judging from the stimulating and funny conversation, the garden seemed to have this effect on many of us today.

Inquiry Project 1 Thinking

Inquiry Project 1

1. Search Topic: 

What are the challenges and best practices in ensuring equitable access to Math and computer science education for neurodiverse learners?

2. Analyze your topic into concepts:

• Concept A: Challenges in Math and Computer Science Education
• Concept B: Best Practices for teaching to the neurodiverse
• Concept C: Equitable Access

I’ve chosen the inquiry topic of equitable access to Math and Computer Science education for neurodiverse learners because I have tremendous empathy for these students. I know firsthand how crucial it is for neurodiverse learners to be supported in a way that recognizes their unique strengths and challenges. Honestly, I’d like to increase my knowledge surrounding these issues and advocate for these students to ensure that they are not only included in the classroom but are given the best possible opportunity to thrive and have the same outcomes as their counterparts.

For many neurodiverse students, getting interested in the curriculum comes down to being offered strategies that align with their individual learning styles. Whether it’s a hands-on approach, outdoor classrooms, a visual representation, or an interdisciplinary integration of concepts, I believe every student deserves to access the learning in a way that works for them. My goal is to explore the challenges and best practices so that I can be the kind of teacher who ensures every student, regardless of how they learn, can succeed and enjoy Math and Computer Science.

October 10th - Marking, grading, and ranking entrance slip

My reaction to the study by Sarte and Hughes is extremely positive, as I agree with many of their findings about the stress-inducing nature of grades and the potential benefits of focusing more on learning rather than extrinsic motivators like test scores. Their emphasis on promoting intrinsic motivation and creating a learning environment that values student choice and autonomy is particularly compelling. However, I hesitate to fully endorse generalizing these findings because of what I see as a selectivity effect stemming from the study's context. Conducting the research in a Physics class could misrepresent results, as students in this type of course tend to be more academically motivated and goal-oriented, particularly those aiming for STEM fields. I’m not sure if the students in this setting are representative of the broader student population, many of whom may rely more on extrinsic motivators or face academic challenges. Again, I think this literature offers valuable insights, but it’s hard to generalize these findings to other subjects.

My "student bird" perspective likely focuses on students at the bottom end of the distribution. Consistent with the article's perspective on grade comparison, I’ve found that students who struggle in math often lack the confidence to engage with the material and cannot tap into any intrinsic motivation. On the other hand, my experience suggests that those aiming for high marks tend to prioritize finding the “right answer” over genuine, intrinsic learning. This aligns with the ideas from the recent Mason reading for 342, which emphasizes that an overemphasis on correctness can stifle deeper exploration. From a student perspective, I believe grades are more of a barrier than a facilitator to meaningful learning.

From my "teacher bird" perspective, assigning grades requires balancing accountability with fostering genuine learning. Consistent with the findings of this article, I believe it’s crucial to ensure that assignments are worth doing and assessing rather than simply assigning marks to inflate their importance. When grades become the primary focus, the learning process can lose value, so I would probably aim to minimize busy work and create meaningful tasks that encourage deeper engagement. Ideally, I would like to cultivate an environment where learning is seen as an end, with competence emerging from personal growth rather than external validation. However, the challenge remains in meeting institutional demands for accountability through grades. While I’m unsure of the best way to strike this balance, I believe focusing on intrinsic motivation and meaningful learning experiences is essential to reducing the negative effects of grade fixation. At the very least, I plan to grade on a curve that minimizes the emphasis on failure at the lower end of the spectrum.

October 3rd - Fib Poem exit slip

Here goes nothing. The following is my first attempt at poetry in a VERY long time.

Ripe

Bright

Reddish

Autumn chill

Soft light gently warms

Fall's breath, drapes living with new life

October 3rd - Entrance slip: Science, math, language, Indigeneity

Thinking about my perspectives on scientific and mathematical terminology in “my” classroom was a challenging exercise. I find myself bouncing between the need for standardization and the importance of recognizing the goal of de-colonizing the curriculum. In teaching science and mathematics, above all else, I believe it is crucial to maintain objectivity and clarity. In my view, scientific and mathematical terminology provides a standardized language that is universally accepted and understood, which is particularly important in a classroom where precision is key to understanding. I believe this standardized language is especially critical in diverse environments like Vancouver, where many students are English Language Learners. I think for ELL students, having clear, consistent terminology would help bridge language gaps and ensure that all students have equitable access to understanding complex concepts. It allows students to engage with the material in a way that is not dependent on cultural background but is grounded in a shared vocabulary. I’m starting to think that one of my pillars would be to ensure that this updated, accurate terminology is communicated effectively to all learners so that the knowledge can be applied beyond the classroom. This would include things like standard units of measurement, symbols, logical operators, and standard object terminology. I wouldn’t want to create any confusion on these sorts of things as they seem fundamental in imparting an understanding of the curriculum we’re being asked to convey.

I’m also trying to envision a balanced approach to Indigenizing my math classroom by thoughtfully incorporating Indigenous perspectives and terminology. I think one way to do this is by exploring mathematical concepts through seasonal cycles and natural patterns, much like Robin Kimmerer emphasizes in her work. For example, connecting topics like rates of change to the growth of plants and animals throughout the seasons can give students a deeper, more connected understanding of how these mathematical ideas manifest in the natural world. Kimmerer discusses how observing seasonal changes is part of an Indigenous way of knowing, highlighting how natural cycles like the emergence of mushrooms (puhpowee) reflect an animacy that Western science often misses. By observing and tracking these seasonal changes in plants or animal migrations, students might develop an understanding of the numbers and the living systems they represent. This approach echoes Kimmerer’s idea of listening to nature and viewing it as animated and alive, fostering an appreciation for both mathematics and the environment.

Additionally, it seems like there might be opportunities to explore mathematical ideas through music, such as frequency, harmonics, and trigonometric functions, which can mirror the rhythms and patterns Kimmerer describes in natural phenomena. While Kimmerer doesn’t directly address music, her focus on interconnectedness and relational thinking might find extensions in the study of harmonics and rhythms in Indigenous music traditions. Exploring the nature of sound waves and vibrations connects to how Kimmerer emphasizes cycles and harmony. Furthermore, bringing in Indigenous terminology related to environmental stewardship aligns with Kimmerer’s concept of the “grammar of animacy,” where the language used reflects a deep respect and responsibility for the natural world. By framing math in the context of caring for the land and understanding natural resources, students connect abstract mathematical concepts to real-world issues, encouraging a sense of responsibility and respect for the environment. I’m speculating on many of these ideas. Still, I feel like some of these ideas tie into Kimmerer’s approach to making the math curriculum more culturally inclusive and grounded in lived experience.

September 26th - Rope making exit slip

The ropemaking activity we performed in class offered a unique way to connect mathematics to the natural world. Using bulrush leaves and corn husk as our raw materials, we explored how these natural fibers and their mathematical structures made a very durable rope. The process of twisting, knotting, and braiding bulrush leaves revealed mathematical principles such as tension and helical structures that are unbelievably present in rope. This activity underscored mathematical presence in nature and reinforced that you don’t need to bury yourself in math text to explore mathematical concepts.

The sensory experience of ropemaking with bulrush leaves added an unexpected layer to the learning process. The leaves, once soaked, softened to a smooth and flexible texture that was calming to work with, and the sweet scent made the experience deeply immersive. The repetitive hand movements allowed a natural rhythm to develop that was relaxing. I can see how this kind of sensory activity would greatly benefit high school students, especially those who need to move to learn effectively. Incorporating hands-on activities like ropemaking into the classroom could provide a constructive outlet for students' energy and help ground their focus through movement and touch.

I will keep an open mind about how an activity like this could allow some students to connect with ancient, ancestral ways of knowing, embodying some of Sharon Kallis’s beliefs. At a minimum, it seems reasonable that students would benefit from being exposed to a physical literacy skill that has been long lost through industrialization and consumerism. It was interesting to hear that Kasper Olsen, despite having studied the deep mathematics of rope, had never made any himself. It highlights why the Kallis reading is so significant, reminding us of the value of reconnecting with the natural world.

September 26th - Kallis entrance slip

Despite being a short piece, Kallis’s reading left me with a lot to reflect on. She made a compelling argument for a more sustainable and connected approach to living. The following quote is a nice starting point for discussion.

“When you make something, or even better, when you share the skills of making something with others, and people value that - it is an incredible thing, there is real worthiness to that.” 

I agree that there is something special about teaching someone a skill, particularly when it’s one you are passionate about. Sharing knowledge empowers others and creates a bond and a shared sense of accomplishment. It turns the act of “producing” into a communal experience, where the value lies in the finished product and the process itself. I coach youth basketball and enjoy being able to pass on skills that lead to better team outcomes. Though, as the author suggests, I think much of my fulfillment is about deeper human connections. These intrinsic, meaningful exchanges lead to a greater sense of community for all actors involved. Bringing this perspective to the secondary classroom, this approach could look like students working together on hands-on projects, whether crafting, gardening, or other traditional skills, where they learn practical techniques and collaborate. Supporting one another could help develop a deeper sense of connection and collective responsibility.

The other phrase that stuck out to me in the reading was that we have “divested the responsibility of taking care of ourselves.” This certainly speaks to how our consumerism has disconnected us from the origins of what we use daily. We've outsourced many of our basic needs to mass production, making us increasingly reliant on unseen systems and weakening the necessary skills we use to sustain ourselves. I agree that this detachment diminishes self-reliance and weakens our relationship with the environment and each other. However, while the call to reclaim some of this space is worthwhile, it seems a bit overly romantic given the realities of modern life, where work, family, and other obligations leave almost no time for skill-building or self-sustenance. To me, it seems like there would need to be a significant shift in what society values before imagining backsourcing or unventing. I do not doubt that these concepts would manifest as self-reliance, a deeper connection to community and environment (and a revival of ancestral skills). Yet, the significant time investment required for these activities presents a major challenge within a society that values capitalism. For many (even most), balancing self-reliance and practical efficiency makes implementing Kallis’s vision desirable but difficult. I feel hesitant about being critical of this reading, but to me, it emphasizes the importance of finding realistic ways to integrate these practices into our time-constrained classrooms (and lives).

I connected the reading to the video on the Art and Geometry of rope making. Hearing the woman spinning yarn conveys feelings of connectedness from performing a simple task tied to the idea that there is a deep sense of fulfillment and mindfulness in creating something by hand. The skill and process of spinning yarn or rope-making builds a connection to the craft, materials, and environment. It reflects Kallis’s argument that making something for yourself fosters a stronger bond with your surroundings and a greater appreciation for the skills involved.