Talking Stick Math Circle

A fractal is a pattern that infinitely repeats itself, growing smaller by a scale factor. In this course, students will create their own fractals, study some famous ones, and attempt to define them with age-appropriate language. Students will test their definitions on some things that might be fractals. We’ll look for them in nature, drawing connections between mathematics and life itself. We’ll take some occasional breaks from fractals to engage in activities such as pen-tracing puzzles, Exploding Dots, Mobius strips, and the unsolved No-Three-in-a-Line problem. This course is inspired by Johnny Houston’s tireless work on the No-Three-in-a-Line problem and especially by Maria Droujkova’s work on making compelling mathematics accessible to young children. Underlying mathematical concepts include multiplication, exponential growth, scale, geometry, infinity, self-similarity, dimension, iteration, place value, parity, discrimination, graph theory, and mathematical communication.

Ages 5-7
Thursdays, 3:30-4:30 pm, Garden Classroom
9/19-10/17 (5 weeks, 5 hours of instruction)
$100

Polyominoes are a hands-on geometry activity that develop students’ thinking about classification, combinatorics, symmetry, and more. We will also study characteristics of functions via the book Funville Adventures (or via extensions of this book if the students have already used it) and function machines in order to develop algebraic reasoning skills.

In this course, students will explore real mathematics problems from ancient history. These will include Queen Dido problems, Zeno’s Paradox, and ancient inheritance problems. We’ll do the math and put the problems in their historical contexts. We may dabble in a few mythological problems as well.  Mathematical concepts will include pre-algebra, algebra, geometry, and some calculus, but pre-requisite knowledge of these topics is not required.

Mathematician Eugenia Cheng describes category theory as “the mathematics of mathematics.” Inspired by Cheng’s book “How to Bake Pi,” we will do activities that use abstract mathematics to see, understand, and generalize the defining structure of things. And by “things” I mean mathematical things, logical things, and social phenomena. Visit her website (eugeniacheng.com) for a preview.

Knights and Liars, open questions, story problems, pattern making and breaking, explorations of infinity, proofs, and more. We will have fun with these classic math circle activities as students develop the mathematical-thinking skills of asking questions, forming conjectures, testing conjectures, and generally seeking the underlying structure of things.

Students will engage in hands-on activities to discover some fundamental principles of geometry. We’ll create and classify the platonic solids as we build with Polydrons. We’ll explore fractals as we attempt to build a 3D Sierpinski Triangle from business cards. We’ll make discoveries about area as we fold paper into squares and triangles. We’ll explore and expand upon Euclidian geometry as we fold more paper. We’ll see math in nature through a look at how ladybugs fold their wings. And in a study of empirical versus logical proofs, we’ll use toilet paper to explore what variables come into play – and how they interact – as we try to figure out the maximum number of times you can fold a piece of paper.

An invariant is a quantity whose value never changes no matter what you do to the operation under consideration. For example, when you shuffle a deck of cards, the number of cards in the deck remains unchanged. Mathematicians consider invariance one of the most important concepts children need to know as they go through their math educations. In this course, we’ll engage in problem solving, games, flowcharts, storytelling, and a hands-on exploration of the Euler Characteristic to search for and understand invariants.

Neuroscience has provided empirical evidence of what we intuitively knew all along: that counting on your fingers enhances learning. The discipline of embodied mathematics employs gesturing and physical interactions with the environment to develop conceptual understanding and to facilitate articulation of mathematical concepts. Year after year, young students come into Math Circle with the idea that mathematics is all about quick computation and nothing else. This course will open students’ minds to the reality that math is about more than numbers and can be explored with more than a computational approach. We’ll use our bodies and surroundings to examine symmetry, 2D and solid geometry, equivalence, measurement, spatial reasoning, and arithmetic computation.

What are algorithms and how do they drive our culture? We’ll examine the Google page-rank algorithm, Cathy O’Neill’s National-Book-Award-nominated Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy, whether random number generators are really random, the mathematics behind “fake news,” the Euclidian algorithm, and much more. These topics will provide context for a study of the algebra behind algorithms: sequences of instructions that usually involve variables and (algebraic) expressions. These expressions can be organized logically into matrices, programs, flowcharts, etc., to produce solutions to well-defined problems. Then, of course, we will debate the appropriateness of labeling problems “well-defined.” While we’re at it, we’ll delve into some statistics and number theory and then compose some algorithms of our own.

Students should be familiar and comfortable with variables, although the ability to manipulate them is not a prerequisite. While this is a students-only course, interested parents and guardians are invited to participate during the final session.

Beginning with non-mathematical functions, then function machines, and finally – probably – ending with algebraic expressions and graphing on the coordinate plane, we will have fun discovering what a function is and how to express it in various mathematical ways. I say “probably” because Math-Circle is student-directed and the students’ mathematical interests could take them elsewhere once I present the initial premises.

Using both unsolved problems in mathematics and the book Avoid Hard Work, we will explore general problem-solving strategies. The goal is for students to move toward an understanding that (1) the pursuit of mathematics is not the same as memorizing a bunch of math facts, and that (2) there are ways of thinking that help to tackle a problem. The students will create their own problems for others to solve.

*The schedule may shift by one week to accommodate spring break.

In this course, we will attempt to discern whether math is about absolute truth or relative truth, and along the way will discuss how math is a creative endeavor. Using the book Camp Logic and other sources, we will engage in logical reasoning, induction, and proof to explore ideas including invariants and isomorporhism.

Our math circle will explore the storied history of Fermat’s Last Theorem and some of the underlying mathematics, such as Pell’s and other Diophantine Equations, and Fermat Proofs for Specific Exponents. We will discuss specific work by mathematician Sophie Germain, as well as the drama involved in Andrew Wiles’ Fermat proof.

According to Wikipedia, “Fermat’s Last Theorem states that no three positive integers a, b, and c satisfy the equation an + bn = cn for any integer value of n strictly greater than two. This theorem was first conjectured by Pierre de Fermat in 1637 in the margin of a copy of Arithmetica where he claimed he had a proof that was too large to fit in the margin. The first successful proof was released in 1994 by Andrew Wiles, and formally published in 1995, after 358 years of effort by mathematicians. The unsolved problem stimulated the development of algebraic number theory in the 19th century and the proof of the modularity theorem in the 20th century. It is among the most notable theorems in the history of mathematics Prior to its proof, it was in the Guinness Book of World Records as the “most difficult mathematical problem”, one of the reasons being that it has the largest number of unsuccessful proofs.”

Led by Rachel Steinig, students will make ropes dance via specified moves. Rational Tangles was invented by one of Rodi’s favorite mathematicians, John Horton Conway, a living mathematician whose life we’ll discuss in the course. Rational Tangles is rich in mathematical content, including algebraic thinking, transformations, symmetry, classification, geometric equivalence, the order of operations, and some of the more interesting arithmetic of fractions.