Reflection of Math arts projects

 In our group project, we embarked on an intriguing collaboration to expand upon a mathematical artwork inspired by the works of Carlo H. Séquin, which is closely related to knot theory. Our choice of this artwork stemmed from a desire to introduce young learners to the notion that mathematics extends far beyond mere numbers and arithmetic; it encompasses a rich world of graphics and intricate patterns that can evolve into advanced applications in our daily lives. Séquin's artistic focus centered on the mesmerizing figure 8 knot and the enigmatic 5_2 knot, which served as the foundational elements of our creative exploration. By introducing these knots, we discovered an effective way to illustrate complex 3D structures through 2D projections, offering an engaging educational tool for students intrigued by the captivating realm of mathematics. Drawing inspiration from Séquin's approach, we concentrated on utilizing four strands of different materials to create repetitive knot patterns, resulting not only in captivating artwork but also in edible creations. This multifaceted endeavor highlighted the idea that artistic representation knows no bounds, transcending traditional formats. Through our collaborative efforts, we learned how the profound concepts of mathematics can be translated into visually captivating expressions.

I think one experience I would really like to share from this project is the Finding Activities project. When we determined that our activity was for people to do something hands-on about knots, the part I was responsible for was finding an appropriate instructional video to teach the group. At first, I was thinking of using a projector and taking people step by step as I learned how to do it myself. However, I found that the process of making up my own knots was easily obscured and unclear, and gave up. I then decided to use YouTube instructional videos directly, and I followed about ten videos to make the "prettier" knots taught in the videos, but the answer was that they were too time-consuming and too difficult. In the end, I had to settle for the simple button knot. I was a little frustrated that there were so many nice knots that I couldn't get people to make on their own during the project. I hope this project gave everyone some interest in making knots!

I think what I learned from this project is that for harder-to-understand maths, in order not to make it difficult for the students, it can be combined in a very artistic way to show the students, as well as give them a tangible example of how maths knowledge works in our lives (e.g. the figure 8 knot is a very hard mountaineering knot) to pique their interest in maths. Maths is not just about doing problems and solving them, it can be beautiful and practical.