Tuesday, June 16, 2009
Friday, June 12, 2009
more on fractals
trust that all is well. a quick note in response to many comments received on the african fractal stuff. here is an introduction to some of the current current thinking on this matters. the speaker is robert devaney. a personal note: i owe bob devaney a personal debt of gratitude. it was a course on his book that that opened my eyes to the world of living mathematics. the pictures are beautiful and the logic clear. take a look at the presentation.
1.
2. for a little more weird try zooming in on a mandelbrot set.
3. Finally, for some explanations, see .
4. a nice exercise would be to view the presentation above through the lens of eglash and to eglash through these lens.
5. let's set up a little group to learn about the mandelbrot set in the fall.
6. go kobe!
smile and be well.
1.
2. for a little more weird try zooming in on a mandelbrot set.
3. Finally, for some explanations, see .
4. a nice exercise would be to view the presentation above through the lens of eglash and to eglash through these lens.
5. let's set up a little group to learn about the mandelbrot set in the fall.
6. go kobe!
smile and be well.
Monday, June 8, 2009
Ron Eglash, African fractals
while writing about the Aframath conference yesterday i was reminded of this presentation by ron eglash. i add it to the blog as a resource. the following is taken from ron eglash's profile on ted.
Why you should listen to him?
mentalacrobatics.com
"Ethno-mathematician" Ron Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. By looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many African villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
As he puts it: "When Europeans first came to Africa, they considered the architecture very disorganized and thus primitive. It never occurred to them that the Africans might have been using a form of mathematics that they hadn't even discovered yet."
His other areas of study are equally fascinating, including research into African and Native American cybernetics, teaching kids math through culturally specific design tools (such as the Virtual Breakdancer applet, which explores rotation and sine functions), and race and ethnicity issues in science and technology. Eglash teaches in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in New York, and he recently co-edited the book Appropriating Technology, about how we reinvent consumer tech for our own uses.
"Next time you bump into one of those idiots who starts asking you questions like, 'where is the African Mozart, or where is the African Brunel?' -- implying that Africans do not think -- send them a copy of Ron Eglash’s study of fractals in African architecture and watch their heads explode."
Why you should listen to him?
mentalacrobatics.com
"Ethno-mathematician" Ron Eglash is the author of African Fractals, a book that examines the fractal patterns underpinning architecture, art and design in many parts of Africa. By looking at aerial-view photos -- and then following up with detailed research on the ground -- Eglash discovered that many African villages are purposely laid out to form perfect fractals, with self-similar shapes repeated in the rooms of the house, and the house itself, and the clusters of houses in the village, in mathematically predictable patterns.
As he puts it: "When Europeans first came to Africa, they considered the architecture very disorganized and thus primitive. It never occurred to them that the Africans might have been using a form of mathematics that they hadn't even discovered yet."
His other areas of study are equally fascinating, including research into African and Native American cybernetics, teaching kids math through culturally specific design tools (such as the Virtual Breakdancer applet, which explores rotation and sine functions), and race and ethnicity issues in science and technology. Eglash teaches in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in New York, and he recently co-edited the book Appropriating Technology, about how we reinvent consumer tech for our own uses.
"Next time you bump into one of those idiots who starts asking you questions like, 'where is the African Mozart, or where is the African Brunel?' -- implying that Africans do not think -- send them a copy of Ron Eglash’s study of fractals in African architecture and watch their heads explode."
Sunday, June 7, 2009
Aframath 2009 II
trust that all is well. hope that your are enjoying the slowly emerging summer and some playoff basketball. in particular, i hope that you are taking the time to appreciate kobe's nimble and mesmerizing footwork. here is a bit more of my notes from the inspiring program on african americans and mathematics, Aframath2009, held at boston university on april 25, 2009. after dean elmore's welcome.the next speaker was don king of the department of mathematics at northeastern university in boston.
. prof. king offered reflections on mathematics and culture. as an aside, i read an article in papers this morning on this issue by nicholas kristof entitled "rising above iq". in the article mr. kristof argues that three racial/ethnic groups that have been unusually successful in america. these groups are asian-americans, jews and west indian blacks. he suggests that there may be some lessons lurking in the "cultural dna" of these groups for the rest of us. for a critique of assorted ethnic myths: the horatio alger theory of jewish success, the cultural explanation of jewish intellectualism and catholic anti-intellectualism, the cultural basis of black poverty and the ethnic explanation of the black west indian academic success one should read the ethnic myth, race, ethnicity and class in America, by stephen steinberg. at it's core,however, prof. king's presentation called for an investigation of some of these ideas. he began by drawing attention to george gheverghese joseph's, "the crest of the peacock: non-european roots of mathematics. the title, taken from an indian source of the fifth pre christian century: "like the crest of a peacock, like the gem on the head of a snake, so is mathematics at the head of all knowledge." in this book,joseph demonstrates that human beings everywhere have been capable of innovative and advanced mathematical thinking. he traces the history of mathematics from the ishango bone in central africa and the inca quipu of south america about 20,000 years ago to the dawn of modern mathematics. bringing this spirit to the present prof. king challenged the audience to think about the innovative and mathematical thinking that has been and continues to be a part of the black community. to this end he offered the following questions for consideration: (i) what role does the "traditional" black culture play in our work? (ii)what role does the "contemporary" black culture play in our work? (iii) how does our work fit into "traditional/contemporary" black culture?(iv)what role does it play in informing, shaping, influencing "traditional/contemporary" black culture? (v) how do we integrate contemporary culture in our work as mathematicians in 2009? these are difficult questions with no easy answers. he offered a few examples. the first was sylvester james gates jr. sylvester james gates, jr. has a number of "firsts" to his name. his doctoral dissertation at M.I.T. was the first ever at that university on supersymmetry. in 1994, he became the first recipient of the American Physical Society's Edward A. Bouchet Award, given to a minority physicist who has made significant contributions to his field. and when in 1998 he was named the first john s. toll professor of physics at the university of maryland, he became the first african-american to hold an endowed chair in physics at a major U.S. research university. prof. gates has integrated adinkra symbols [it would be nice to see a few of these as tattoos.maybe i'd come to better appreciate the art. smile] to graphs used in string theory. his next example was prof. robert hampshire who has been using an online comic to bring some ideas in operations research to a different audience. check it out. the final example was irene smalls children's author and story teller who has been introducing math themes in her books. kobe coronation preparations call. more to come. be well.
. prof. king offered reflections on mathematics and culture. as an aside, i read an article in papers this morning on this issue by nicholas kristof entitled "rising above iq". in the article mr. kristof argues that three racial/ethnic groups that have been unusually successful in america. these groups are asian-americans, jews and west indian blacks. he suggests that there may be some lessons lurking in the "cultural dna" of these groups for the rest of us. for a critique of assorted ethnic myths: the horatio alger theory of jewish success, the cultural explanation of jewish intellectualism and catholic anti-intellectualism, the cultural basis of black poverty and the ethnic explanation of the black west indian academic success one should read the ethnic myth, race, ethnicity and class in America, by stephen steinberg. at it's core,however, prof. king's presentation called for an investigation of some of these ideas. he began by drawing attention to george gheverghese joseph's, "the crest of the peacock: non-european roots of mathematics. the title, taken from an indian source of the fifth pre christian century: "like the crest of a peacock, like the gem on the head of a snake, so is mathematics at the head of all knowledge." in this book,joseph demonstrates that human beings everywhere have been capable of innovative and advanced mathematical thinking. he traces the history of mathematics from the ishango bone in central africa and the inca quipu of south america about 20,000 years ago to the dawn of modern mathematics. bringing this spirit to the present prof. king challenged the audience to think about the innovative and mathematical thinking that has been and continues to be a part of the black community. to this end he offered the following questions for consideration: (i) what role does the "traditional" black culture play in our work? (ii)what role does the "contemporary" black culture play in our work? (iii) how does our work fit into "traditional/contemporary" black culture?(iv)what role does it play in informing, shaping, influencing "traditional/contemporary" black culture? (v) how do we integrate contemporary culture in our work as mathematicians in 2009? these are difficult questions with no easy answers. he offered a few examples. the first was sylvester james gates jr. sylvester james gates, jr. has a number of "firsts" to his name. his doctoral dissertation at M.I.T. was the first ever at that university on supersymmetry. in 1994, he became the first recipient of the American Physical Society's Edward A. Bouchet Award, given to a minority physicist who has made significant contributions to his field. and when in 1998 he was named the first john s. toll professor of physics at the university of maryland, he became the first african-american to hold an endowed chair in physics at a major U.S. research university. prof. gates has integrated adinkra symbols [it would be nice to see a few of these as tattoos.maybe i'd come to better appreciate the art. smile] to graphs used in string theory. his next example was prof. robert hampshire who has been using an online comic to bring some ideas in operations research to a different audience. check it out. the final example was irene smalls children's author and story teller who has been introducing math themes in her books. kobe coronation preparations call. more to come. be well.
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