Blog Response 7

The first thing that made me stop and think were their decisions to differentiate the proof from the dance. The first decision was to trace out the entire diameter instead of just the radius by using both arms. Another decision was to repeat the dance multiple times to formalize the proof for the audience. I think that these additions would be extremely helpful to the reader if they were learning the proof for the first time.

The second thing that made me think was the idea of incorporating oneself into the proof. The article mentions “humanizing” the proof and collaborating among one another. I find that proofs are often difficult to understand and follow through when they are written down. By having multiple people engaged and visually showing the proof, it is made more accessible to the audience.

The activity in class was challenging, but fun. I think that although the activity was short, the students would be highly engaged when watching an arts based performance. One of the biggest challenges I found was deciding how to demonstrate the actual math behind the proof. How does the audience know what components of the proof is being demonstrated? My group decided to use some props to define lines and points, similar to the shells placed in the video. By incorporating these props, I think that students will be able to follow the steps of the proof more easily.