Math art reflections

 Artistic Representations of Numbers and Ideas

Assignment 1: Artistic Representations of Numbers and Ideas

 David A. Reimann is an artist and a professor who combines his expertise in mathematics and computer science with art to create visually engaging pieces that embody mathematical principles. His work centers around using geometric shapes, patterns, and numbers to build often complex visual representations that reveal more details as viewers change their perspective. Reimann’s work emphasizes themes like symmetry and repetition, and it shows how simple shapes can transform into intricate designs that reflect the interconnectedness and balance inherent in mathematics. This combinations invites viewers to engage with his art on many levels, experiencing different aspects of the work depending on their distance and perspective, making each viewing a unique exploration of the mathematical concepts depicted.

In our extension, we created a fractal that represents a person's full (average length) life. Each level zooms in to show the next measurement unit of time. It goes from years to month to days to hours to minutes to seconds. The idea behind this fractal is to demonstrate the interconnectedness of everything in our lives and how there are endless ways to make connections between everyday tasks and life experiences. The full sequence of zooming in can be seen in the slides.

 

 

 

 

 

Experience of the Project

Working on the 'Artistic Representations of Numbers and Ideas' project was both challenging and deeply rewarding. The creative process demanded a lot of problem-solving, especially when it came to conceptualizing how abstract mathematical ideas could be visualized artistically. It was intriguing to explore the blend of symmetry, patterns, and shapes, and how these could convey meanings beyond their numerical value. However, I found it frustrating at times when trying to balance the artistic side with the mathematical accuracy required for the designs. Still, once the pieces started coming together, it was incredibly satisfying to see how numbers could take on new meanings through visual representation, offering fresh perspectives on the interplay between math and art.

Takeaways as a Teacher

As a teacher, this project provided invaluable insight into how interdisciplinary projects can deepen students' understanding. I believe that the approach of combining math with art—using patterns, symmetry, and visual structures—would be a powerful tool in the classroom, especially for visual and kinesthetic learners. This idea could be expanded to other subjects like history, where visual timelines or spirals could represent the progression of events or historical patterns. One area that might be challenging to implement would be the mathematical precision required for more complex concepts, but simpler, intuitive projects that connect math to other disciplines, like music or science, could work well. I look forward to incorporating this in future classes, making learning a more connected and holistic experience for students.