Making it count : Making it count
Mathematics and the Heritage
Why use mathematics and heritage? : Why use mathematics and heritage? The historic environment can offer a context for mathematical problem solving;
Mathematics can be used as a tool for historical problem solving;
Both types of problem solving are real problem solving and not just simulations or detached exercises.
Slide3 : Mathematics Historic Environment Aids enquiry into Gives a context for enquiry using
Slide4 : The Fibonacci numbers are 0, 1, 1, 2, 3, 5, 8, 13, ...
(add the last two to get the next)
The golden section numbers are ±0·61803 39887...
and ±1·61803 39887...
The Golden Section
Or Golden Rectangle
Slide5 : Golden Rectangle?
Slide6 : Golden Rectangle?
Slide7 : Golden Rectangle?
Slide8 : How many
angles? What sort of
Angles? Why?
Slide9 : What shapes were used in this place and why were they used? Collecting shapes and explaining them.
Slide10 : Why use
particular
shapes?
Slide11 : What sorts of
symmetry?
Rotational or line?
Why? Decoration, equal space, equal light, equal weight?
Slide12 : What sorts of
symmetry?
Rotational or line? Why? To take equal weight? Give equal light? To give equal space?
Slide13 : What sorts of
symmetry?
Rotational or line?
Slide14 : What sorts of
symmetry?
Rotational or line?
Slide15 : What sorts of
symmetry?
Rotational or line?
Slide16 : What repeating patterns can you see here?
Can you make a formula for
predicting what would be next in the sequence?
Slide17 : What was important in the design of this space?
Looking for symmetry, number patterns, and proportion.
Slide18 : Proportions Suggest a method of gauging the proportions of this building?
Why did they use these proportions?
Slide19 : Which was the most important room in the Théâtre Royal de la Monnaie - Muntschouwburg?
Use the matrix to find the most important room.
Choose a room and score each out of 10, with 10 being most of the thing.
Slide20 : What maths was used in this room? Squares Line Symmetry Repeating patterns
Mathematics, artefacts and chronology : Mathematics, artefacts and chronology
How long did it take to make this object?
Could we make the same thing faster or slower in the present?
Do we know when it was made?
Maths, artefacts and symmetry : Maths, artefacts and symmetry Do the artefacts have repeating patterns of shapes that are symmetrical?
Are there any artefacts that have patterns that are not symmetrical?
Maths, artefacts and angles : Maths, artefacts and angles
Can you find any right angles in the object?
Are there any other angles? What sorts are they?
Maths, artefacts and symmetry : Maths, artefacts and symmetry Which artefacts are symmetrical? Why is this? Could it be for taking equal weight on all sides, for decoration, giving equal room on all sides or being able to be held on all sides?
Maths, shapes and artefacts : Maths, shapes and artefacts
Give a friend a list of mathematical clues to a mystery object and let them find it. Make collections of artefacts with the same mathematical properties
Maths and artefacts : Maths and artefacts If the artefact is broken can you suggest what it would have looked like? How have you arrived at your solution?
Slide27 :
Slide28 : PROBLEM SOLVING WITH HERITAGE