In today’s class, we talked about conic sections and where we can find and feel them in our daily lives. I found the idea of circling, ellipsing, hyperbola(ing), parabola (ing) super cool. The process of doing the shapes, the process of experiencing the shapes, makes these concepts a lot more dynamic than just concepts in the textbook. When brainstorming, I noticed that we all chose different ways of expressing our ideas. Some groups were writing down equations and solving them, some groups were drawing them on the board, some groups were talking about their thoughts, some groups were acting the shapes out with their bodies, and some people visualized the shapes with paper. I was reminded that there are so many ways of expressing ourselves, our ideas, that it is not just limited to all the different languages we speak. Nature also expresses themselves in their own way, so we can also learn from their perspectives, learning to “listen” and discover how things function around us would make this world such a fun and less lonely place, like “a neighbourhood of nonhuman residents”, as the reading described.
We also watched a video on indigenizing math, teaching calculus of finite differences through startblankets. I really liked how well the Indigenous culture was incorporated into the curriculum. I was reminded of the Science First People’s Teacher Resource Guide (https://www.fnesc.ca/sciencetrg/) that was introduced to us in our EDUC 440 class. This resource is similar to the Math First People’s Teacher Resource Guide in the class blog, but instead of math, the book includes a lot of resources for science teachers to integrate First People’s knowledge and perspective into secondary science classes.
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