Link to my presentation:
https://www.canva.com/design/DAHDHq4Hc3g/x7N1oeQwPYbjx9p7qUQfjA/view?utm_content=DAHDHq4Hc3g&utm_campaign=designshare&utm_medium=link&utm_source=recording_view
Link to the slides:
https://www.canva.com/design/DAHDHq4Hc3g/7PPCxBSZ6ghzwbcOAMUjOw/edit?utm_content=DAHDHq4Hc3g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Link to detailed activities:
https://drive.google.com/file/d/1_x88HOZxkcHLDEuOGnSfr7JazketOR7u/view?usp=drive_link
By Sunny Hu & Sukie Liu
Link to our presentation recording (Zoom recording): Recording
(Passcode: E5cb=J?3)
Link to our project handout: https://docs.google.com/document/d/1Rd_fGwEP3Jn0GVSfeA7LgSSL3TTCBNcn93IenWjvsDA/edit?usp=sharing
Link to our project slides: https://docs.google.com/presentation/d/19PKjZlaSiwAh-yv8yBW6UJCsy2vzECx12GoUEzOqDRY/edit?usp=sharing
 |
| Photo by Lance Reis on Unsplash |
Canva presentation includes videos that will auto play as you progress through.
YouTube video of our presentation. (Same as the Canva, but allows for rewinding or skipping forward in the presentation).
Teaching slides view only and template link.
The following list includes each resource created in building and teaching these lessons. Each title is a new clickable link:
Thank you to everyone for sharing their creative projects! It has been such a joy to look through them so far!
Hello everyone!
Please click here to view the presentation video. Slides with hyperlinks mentioned are linked here. Happy viewing!
TEACHING FRACTIONS THROUGH MULTIMODAL APPROACHES
Amanda Wheeler and Taylor Faille
Enjoy and thanks for watching! :)
Link to presentation: Click Here!
Link to slides: Click Here!
We hope you enjoy our presentation!
Zoom video presentation link:
EDCP553 Melanie & Fiona Video presentation.mp4
Canva slideshow link: https://www.canva.com/design/DAHCos5Fna8/Fm49BQzpHhRJ8d2kuTkTeQ/edit?utm_content=DAHCos5Fna8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Link to our script:
Link to our lesson sequence:
Link to our annotated bibliography:
Passcode: 088071
As this is Week 10, I am posting an *optional* offering for you, on "Mathematics & traditional and contemporary practices of making and doing". Here is the link to our 'everything sheet' for this topic. Note that you are not responsible for doing these readings, viewing or activities, or for writing and responding to documentation and stops on your ideas on this material this week.
However, it is interesting stuff, and I highly recommend engaging with it if and when you have the time!
Otherwise, this last week of the course should be devoted to completing your culminating project for the course and posting the video of you leading us through your slide presentation (here on the class blog).
Next Saturday March 21, 9:30-10:45 AM Pacific Time, will be our final Zoom meeting of the course. Here is the Zoom link (and I'll also post it in a separate post). Hope to see you there if you can make it!
Susan Gerofsky 趙書琴 is inviting you to a scheduled Zoom meeting.
Topic: EDCP 553-26 Cohort Optional Screenside Chats
Join Zoom Meeting:
https://ubc.zoom.us/j/68598548876?pwd=Rxzj5uUTMlEWbRXvk6pwwQmCRjUagP.1
Meeting ID: 685 9854 8876
Passcode: 088071
For your completed project, you will be posting a video recording, approximately 20 minutes long, of your completed slides with your voice(s) and (probably) face(s), narrating and presenting the slides that present your project. Here are some details about an easy way to create and post the recording, along with some ideas about other techniques you are welcome to experiment with:
Recording your slide show with narration as a Zoom video recording:
Since we have all become very familiar with Zoom, I suggest this might be the easiest way --
• Create a Zoom meeting and join with your project partner (or just by yourself if you did a solo project)
• Share your slides
• Press 'record', and record to your computer
• Do your slide show on Zoom, as it records the video.
• Stop the recording when you come to the very end.
• Leave the Zoom meeting. You'll see a notice on screen saying that they are processing your video (takes about 30 minutes or so).
• Once your video is completed, upload it to your Google Drive, or One Drive, or YouTube channel, or Vimeo channel, or some other platform that will allow you to share it.
• Share the link to your project slide show video to the class blog (make your own new post to share it). If you have additional materials, appendices, lesson plans, etc., you can share those links in the same blog post. Make sure to share so that 'anyone with the link' can view.
And that's it!
Recording your slide show with narration via PowerPoint, Keynote, Prezzi, Canva, etc.
Each of these platforms also has a 'record' button and a way to create a recording of your presentation. Feel free to use one of these if it suits you better than Zoom. Then share your completed video as above.
Some of these platforms (perhaps Canva in particular?) have an option to have your face appear in a cameo or vignette (oval inset) in the corner of your slide screen. Tamara Shand's example from the 2024 cohort has that, and I believe Oliver and Kristie T. have figured out how to do this too, if you want to ask them how.
EDIT: Lisa sent me this information and link to the software that helps with writing a Graeco-Latin Square Poem:
First of all, here is the link to the paper:
https://archive.bridgesmathart.org/2019/bridges2019-35.pdf
The last section "Writing a Graeco-Latin Square Poem" talks about a few techniques I used to help, although maybe you want to discover your own techniques.
The online software was kindly written for me by a colleague Joseph Fall and can be found at:
https://powderflask.github.io/gls-poetry/
Joseph has some vocabulary categories with random words that you can select from a drop-down box on the right to play with, but of course you can enter your own words for the square.
The words are entered as a list in the right lower-half of the page.
I look forward to reading your and your students' Graeco-Latin square poems!
Hello everyone! Lisa Lajeunesse has recorded a Zoom guest speaker interview with me today (Friday), sharing some of her vast knowledge and experience as a mathematical poet, musician, mathematics professor at Capilano University, and aeronautics engineer. Lisa is a great person, and integrates the arts into her teaching of advanced topics in mathematics. Here is the link to Lisa's filmed interview.
As with Nick Sayers, it took Lisa nearly two hours to do her presentation, which focuses on connections with mathematical poetry and music, Crab Canons, Graeco-Latin Squares, Hemachandra/ Fibonacci sequences and the golden ratio, and so much more!
It's really fascinating, but long to watch -- so I suggest you might want to watch it at 1.5 speed, and maybe break it into several shorter viewings. Do try out writing one of the Goldie or Golden Fibble poems she describes, and if you try the playing card four-square puzzle, you will really get a good understanding of Graeco-Latin squares (and the poetry connected with them).
Here are links to the handouts and a short film Lisa would like you to have access to in connection with her talk:
Week 9: Mathematics and fibre arts, fashion arts and culinary arts
A couple of announcements and reminders:
Two people from our cohort, Nichola and Oliver, have newly-published articles in the Spring 2026 Vector issue (Vol. 66/1)! And Diane Wiens, from the previous cohort, also has an article published here. Woohoo! Congratulations Oliver, Nichola and Diane -- and looking forward to others in the cohort publishing in Vector and other journals over the upcoming months and years!
Their articles will eventually be posted on the Vector current and back issues page -- but that page is just a wee bit behind at the moment (showing only up to the Spring 2024 issue). I mentioned that to Colin McLellan from the BCAMT, and he is working on getting the page updated. Till then, though, here are scans of these brilliant articles for you to peruse:
Nichola Williams: Using Indigenous Storywork to Spark Exploration in Secondary Mathematics
Oliver Podwysocki: Playful Creation with Prime Factor Poetry
Hello everyone! Today is the due date for your draft, in-progress culminating project. Here’s what to do, by midnight tonight Pacific Time:
• Please share a link to your in-progress project slide deck on your personal course blog today. For those working with a partner, both partners should share the same link in each of your blogs. Please make sure that I can access the link so I can see your slides!
• You should be partway finished with creating your project slides at this point.
(Reiterating what I mean by ‘partway finished’:)
• Your slides should now include some explanation of what your topic is, why you chose it (including how it connects with your own interests), a brief discussion of your background research (likely a few top highlights from your annotated bibliography), and a description of your pedagogical design for your new activity/ lesson sequence/ teaching experiment/ workshop, whichever you have chosen to work on.
I expect that most people are still in the midst of trying out these new activities with their classes or communities or family and friends, so it is perfectly fine to have a slide or two saying “results from piloting the project will go here”, or words to that effect.
Similarly, I expect that a few slides with conclusions may be added later, so a placeholder slide will be fine there.
That’s it!
Looking forward very much to seeing how the projects-in-progress are going. I will send you a brief email with comments on your draft projects this week — and I am still sending overall comments on coursework to everyone as well.
All the best!
Susan
Hello everyone! Sorry for the slight delay in posting
Here is the link to our Week 8 resources: readings, viewings and activities. I hope you'll enjoy exploring connections between mathematics and literature! Happy reading and writing (and looking forward to reading your Fib and PH4 poems).
By the way, were you aware that the Fibonacci sequence (0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, ...) was discovered and articulated mathematically by the Sanskrit linguist and poet Hemachandra in India, about a century before Leonardo of Pisa, AKA Fibonacci, was born in Italy?
If you're interested in knowing why we ought to be naming this sequence something like 'the Hemachandra/ Fibonacci sequence', here's a link to a very interesting short film by Fields Medalist Manjul Bhargava that gives a clear explanation of Hemachandra's insights based on poetry! It's an optional viewing, but well worth watching.
And another optional resource link in case you're interested: an e-version of the delightful kids'/ YA novel, The Number Devil by Hans Magnus Ensensberger. Folder of PDFs of chapters. A highly recommended resource for middle years, up to Grade 8 or 9, with beautiful illustrations. You may want to get your own copy to use with your classes!
