So Many Levels, So Little Time

I've been asked to do an interview about Math in Your Feet for what seems to me to be a big deal blog.  I'm excited!  But in the planning of it, the writer asked to see my program in action.  Not having any video to share at the moment (I know, I know...I'm working on it!) he suggested rounding up some kids and video taping me working with them as a supplement to the written post.  Here's my response:

"With a few kids you would get to see what the dance looks like, but it would be important to keep in mind some other things that can't be observed unless it's a larger group.  This program is multi-layered in its approach to learning, working on social/emotional challenges (collaborating with a partner, independent learning and creating, no one 'right' answer), physical challenges (coordination and beat competency), intellectual challenges (pattern recognition, permutations, combinations, transformations), etc.  The program is also sequential, and the math and dance build on each other as the program progresses; the real mathematical thinking is not as obvious in the beginning stages when the kids are still learning how to create their Jump Patterns.  So, we might need to talk more about the different layers of math within the program after watching the basics."

It's so worth it to go deep, but these days, it's easy for schools to say, "That's nice, but we don't have time for that." or, "We'll let them have some fun, but then it's time to go back to math class." 

I say, if you can go this deep and cover so much ground in just five days (although you know I'd love more time with the kiddos) why not jump in with both feet and a smile? 

Video: Are Mathematicians Creative?

From the YouTube description of the video (below):

"Is doing research in mathematics a creative process? When mathematicians talk of their subject as beautiful, what do they mean? What are their motivations? Their dreams? Their disappointments? These themes are explored in the collection of five short films produced as part of Mathematical Ethnographies project. The focus is not on mathematics, but on the people who create and teach mathematics - on mathematicians."

Some of my favorite bits from the video:

"Like writing a sonnet, you have to conform to precise rules but having that structure there to constrain you somehow enhances the creativity."

"To be good at mathematics you have to develop a new insight."

"There are moments where things become clear, it comes out of nowhere.  I'll be in the shower, cycling, and somehow the answer comes."

"It's hard to see how asking a question no one has ever thought of before is a logical process."

"I always think it's nearer to architecture rather than to other arts; one is trying to build this formal structure up and there are supports and girders and there are connections..."

Are Mathematicians creative? If creativity is a process more than a product, I think then that the answer is yes. What do you think?