Week 1 Mathematics and the Body (Post 2 of 2)

Application of Body measurement, outdoor and in

Reading: "Math and Measurement in the Garden, Body, Spaces, and Technology"

Reflection: This activity brought me back to my past when my girlfriends and I would determine heel heights in our early 20s. We often had a reference that the width of two fingers would approximately equal to 1 inch. So four finger-widths would be approximately 2 inches. I no longer wear heels but tried this technique to measure the width of a notebook (9.25 inches). Based on my past ‘estimation’ technique, the book was approximately 7.5 inches. This method of measurement is not accurate because the width of my four fingers is much larger now than in my 20s (darn weight gain)! It was also likely miscalibrated as my friend had very slim fingers, so the origins of this ‘technique’ were not accurately calibrated to my physical measurements. However, this activity was entertaining to attempt (and reminisce) and can be an excellent way to personalize measurements based on one’s OWN body, rather than someone else’s. This could be engaging for students to design, based on their own values, and to compare with those estimated by others.

Figure 1-4: Estimation for the width of a notebook. 

To PROPERLY calibrate, the width of my CURRENT fingers is now 2.5 inches across. So 2.5 inches x 3.75 lengths = 9.375 inches, which is closer to the actual width of the notebook (9 ¼ inches)!

Extension: I see my husband integrating measurement and estimations every day for critical decision-making in his job as a marine captain. For example, he uses various boat lengths as a reference point to determine the distance between their origins and other points around the Vancouver harbor. A standard tugboat is roughly between 60 ft and 100 ft and will use these as references. Antonsen (2015) mentioned that “patterns can be conveyed as a language”, and math can be viewed in real life through relevant perspectives that are meaningful and significant for each individual. For my husband and those in his marine industry, they have designed an informal language system that is understood by those in their field. Though it is not official, nor necessarily standardized, it is a conventional way of understanding distance and lengths; significant because they have to estimate to look for clearance between vessels. Digital devices and systems are in place but can be delayed, which can severely impact the ability to make immediate critical decisions. The terms they collectively use provide visual references rather than actual distances; they are compared and judged against known, relevant lengths. This is not an exact form of measurement, nor is it precise, but it is an example of how measurement with body or known references can be integrated every day. However, according to my husband, “I don’t do written math”.

    

        Figure 4 (Left): Standard 65ft (20m) tug             Figure 5 (Right): Standard 105ft (322m) tug

Conclusion: This applies to our classroom experiences because so many students don’t see themselves as ‘mathematicians’ but are often kinesthetic and integrate using references that hold significant meaning to them; that’s how they experience the world and make their references. This practice or way of understanding can be used as an integrated aspect to support their learning. It doesn't have to be one or the other but an approach that can be regularly interconnected.