Nanxi EDCP 442 Blog

  I was very happy to collaborate with Manveen on this project. Our third assignment allowed us to reflect on women's development in mathematics during the 18th century—a time when the challenges they faced were unimaginable by today's standards. Through the story of Maria Agnesi, I realized that she was not only exceptionally talented but also incredibly fortunate for her era. However, despite her achievements, she remained marginalized. In 18th- and 19th-century mathematical histories, her contributions were often diminished or wholly omitted. While mathematicians like Lagrange and Euler were frequently celebrated, Agnesi’s work was largely overlooked, highlighting the systemic biases of her time. Reflecting on our presentation, I see much room for improvement. First, we should have explored Agnesi's childhood and background more deeply. Her upbringing and environment profoundly influenced her later achievements. Yet, we focused primarily on the origins of the Witch of Ag...

Research Topic: Maria Gaetana Agnesi and the Artistic Expression of the Witch of Agnesi Me and Manveen's research focuses on the renowned Italian mathematician  Maria Gaetana Agnesi  (1718–1799). She was the first woman to publish a mathematics textbook and is best known for her work on the "Witch of Agnesi," a curve that holds significant value in the history of mathematics. We have chosen to create a  collage  centered around the Witch of Agnesi.  Draft Reference List 1.    Mazzotti, M., & Project Muse University Press eBooks. (2007). The world of maria gaetana agnesi, mathematician of god (1st ed.). Johns Hopkins University Press. 2.    Grinstein, L. S., & Campbell, P. J. (1987). Women of mathematics: A biobibliographic sourcebook. Greenwood Press. 3.    Coolidge, J. L., 1873-1954. (1963). A history of geometrical methods. Dover Publications. 4.    Bradley, D. M. (2024). The ar...

Reflection on the 2nd Assignment First of all, I want to express my amazement at how creative and engaging my classmates’ assignments are. Some use comics or videos to explain their topics, while others connect mathematics with their interests, such as the fashion industry. They present concepts that I’ve seen as ordinary for years in such intriguing ways. This is an experience I haven’t had in other classes—it’s both enriching and an aesthetic pleasure to appreciate their work. Reflecting on my own educational journey, I realized that "aesthetic appreciation" was not emphasized in my learning process, which was often monotonous and dull. Although I hesitate to admit it, my approach to learning has also become dull and one-dimensional. When planning my assignment, my focus was primarily on the knowledge itself, such as, "How can I present this concept in a way that makes it understandable?" I didn’t pay much attention to making it engaging. Another thing I noticed w...

•Does it make a difference to our students' learning if we acknowledge (or don't acknowledge) non-European sources of mathematics? Why, or how? Acknowledging non-European sources of mathematics can significantly enhance students' learning by broadening their understanding of the global contributions to mathematical knowledge. For example, in my middle and high school math textbooks, sections were introducing ancient Chinese mathematicians, and the term for the Pythagorean Theorem was “gou gu ding li.” These additions to the curriculum made us aware that cultural achievements are a shared human legacy, with each culture contributing its own wisdom. Recognizing these diverse contributions encourages students to see mathematics as a universal endeavor shaped by many civilizations. This inclusive approach not only fosters a deeper engagement with the subject but also emphasizes the diversity of human civilization and the shared pursuit of truth across different paths. •W...

   Why is Euclid and Euclidean geometry still studied to this day? Why do you think this book has been so important (and incredibly popular) over centuries? I believe that Euclidean geometry remains relevant today for several reasons. First, its simplicity and clarity make its concepts easy to grasp. For instance, the statement "Things that are equal to the same thing are equal to each other" is both advanced and straightforward. Second, Euclid's work established a rigorous logical structure and method of reasoning that has deeply influenced not only mathematics but also our daily lives. His logical approach goes beyond mathematics, shaping the way we reason and prove ideas in everyday contexts, which gives this mode of thinking a timeless quality. Moreover, I feel that his writing holds a profound philosophical significance, as it explores the foundational nature of truth, equality, and logic in ways that resonate far beyond geometry alone. Is there beauty in the Euclide...

Wow! Actually, I saw this question in my homework when I was a child, but I forgot how I was doing it. I think we should find the common multiple at first, since we don't want to let the dishes be cut.  " every 2 used a dish of rice, every 3 used a dish of broth, and every 4 used a dish of meat between them", so the common multiple of 2,3 and 4 should be 12. We can let every 12 people form a group, then in one group, there are 6 dishes of rice, 4 dishes of broth, and 3 dishes for meat, In total, there are 13 dishes in a group. There are 65 dishes together, every 13 dishes for 12 people, so 65 ÷ 13=5, 5 × 12=60 ，  so there were 60 people. • Does it makes a difference to our students to offer examples, puzzles and histories of mathematics from diverse cultures (or from 'their' cultures!) If I were the student, I’d find it really engaging. It’s fascinating to think about how ancient people approached problems and to see the connections between math and culture. F...