Use Primary Sources in Teaching Maths!
My school was a traditional national curriculum school with rote learning as the base. Hence, I do not remember ever being exposed to primary sources. That primary sources can be used as an integration in the subject and there are bodies exploring PSP or Primary Source Project (White, 2015) for such a work is an eye opener for me!
From my experiences hence I will draw upon heritage walks that I took around New Delhi exploring Mughal and Hindu monuments with reputed Historians (Editors, L). I started when I moved to Delhi and wanted to explore the culture. When I did that, I discovered some stunning pieces of Mughal architecture that were totally based on geometrical perfection (Treebo.com)! I wondered why Mughal architecture was so Geometrical with high arches and octagonal structures (Treebo.com) and went into History of it. I discovered that in Islamic buildings, surfaces are covered with art forms that are geometrical. For them, geometry is spiritual (Hussein, 2009).
How can I use it?
How I can use it in future is by bringing the students closer to the whole aspect of beauty of Islam in their minds and hearts. I can do this by having a Primary Source Project (White, 2015) around Islamic Architecture with its strong base in maths, especially Geometry. I feel very hurt when the sentiment against the Islamic terrorists is hurled on the whole body of knowledge that Islam is. It is like throwing the baby out with the bath water. I believe that if I can have a project that brings Islam’s attention to geometry, the monuments and geometry as a subject together, it might lead to an integration in the minds of the learners about the beautiful side of Islam as against the ugly that we are so used to.
My Project
This would be for middle school maths students, preferably grade 8. This is because they have a certain base maturity and knowledge of maths without being burdened by the pressure of grade 10 examinations. I would take them to any of the Historical monuments in Delhi, preferably one that is well maintained. I would invite a leading group (INTACH, n.d.) to take care of the History part with a special request to them to focus on the architecture, paintings and the geometry beneath it.
We would go at a non-peak hour so the students can have an immersive experience of the place and absorb the beauty. They would have some key questions with them before leaving in order to focus their attention, such as (a) which Mughal emperor is the monument associated with? (b) what kind of geometric designs can you in the design of the monument as well as the art on the walls? (c) if you were to recreate the art, what are the instruments that you would use?
Back in class, I would bring for them designs commonly found on the monuments (Al-Hassani, 2020). They would explore them in groups and have a discussion around (a) why is geometry so special for Islamic artists? (b) what kind of shapes they use most commonly? (c) which country started the whole work of art?
This would be followed by each group creating an art piece using the form, colours and ingredients used by the artists. We can have an Islamic art wall in the class or the corridor. The students can record their experiences in a presentation that can be shared with the school. We can also invite an Islamic artist to share live how the designs are done and reasons for the same. A small way to bring harmony in the world using a building as a primary resource!
WoW!
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