Assignment #1 - Reflection

When first examining this artwork, I had a difficult time differentiating between the ‘pods’(outline circles) containing the groups of white circles, as they were pods with black backgrounds, while the background they were on was also black (the size 20 circle). To better understand this artwork and its mathematical connections, for our reproduction of the art we drew a black outline around each new circle size inside the large size 20 circle. While also changing the colours to red and light pink making the distinction between circles and the background easier. As a group we decided to extend the mathematical and artistic ideas to the concept of factoring using circles, not circle packing, instead of the original piece which was based on prime numbers and shape packing. We took the idea of putting smaller circles inside of larger encompassing circles, where the smaller circles had some relation to the larger ones. In our case it was to demonstrate factoring, so each encompassing circle had its circle factor sizes inside and so on and so forth. I also think this method of using circles  where the circles are related to one another could be used to demonstrate perfect squares, as you would again fill a circle with its factors. For example if the outer circle was 36 you would have two size 6 circles inside since 6x6=36 is a perfect square, instead of just one six when demonstrating factoring. I think this approach of using circles inside of each other would be a fun and artistic way for students to get involved in their learning. I especially think this may help engage students who are more artsy or students who learn better through activities rather than practice problems or examples.