Our group presented on Serpinski Triangles. We focused on two aspects their design, Cellular Automoton and the use of different cells. Cellular Automoton was taught by showing the class the different rules that generate different triangles, while the concept of creating fractal shapes one level up was taught by having the class play around with physical cells that we cut out.
This project was a great experience for me. Every time that we hit a road block, it felt more like a puzzle to solve than a challenge to overcome. I had genuine fun with this assignment. I understand how much more enjoyable math is when it is in the form of visual art, contrasted with its traditional form. The best part of this project was that I did not have to practice at all. Typically when presenting on a topic, I have to rehearse. For this project I was so engrossed in the subject that I learned everything on my own time. Once we began presenting, the ideas just flowed out of my brain to the class. This happened because I chose to learn the topic in side and out, as opposed to memorizing a script. I could improvise everything because I had relational understanding, not instrumental.
Teachers cannot prepare for every possible outcome. The tiling activity did not at all go according to plan, but went better than I could have dreamed. While they were not fractals, the patterns which the class came up with had an incredible mathematic beauty. When I am a teacher, I will be very open to ideas that students propose, and will improvise around them. I want to promote inquiry in my classroom, and that is best done when students are allowed to take the reigns.
I have no current ideas for projects at this time, but because of this project I will have the eye to see them in my daily life. Both math and art exist around us all the time, and I now that I can recognize them everywhere I will bring them into my classroom.
