Math Art: Margaret Kepner

Our project was on Margaret Kepner’s Number Sequences on a Hexagonal Grid. We recreated her pattern with Happy numbers, Triangular numbers, Prime numbers and Fibonacci numbers on a smaller grid. As an extension, we tried these (and other) numbers on other grids (ex. diamond grid) and noticed interesting patterns that occurred. One such pattern was the diagonal pattern when colouring in perfect squares on a square grid, which we think is a fun way to introduce and visually show perfect squares to students. Thus, this art project would be a fun and creative way to introduce various number sequences (ex. factors/multiples, perfect squares, etc.) to students.

The project was quite fun to work on because it was an opportunity to test/experiment with different grid designs and types of numbers. I learned a lot of new things while working on the project, such as many new types of numbers, including "Happy Numbers," that I did not know about previously. I got really into the project and became really excited when I discovered the diagonal pattern created by perfect squares on a square/diamond grid. I think a lot of activities like these are most fun when you don't know what to expect and end up with something interesting that makes you want to find out why it happened. 

I think this project was very insightful; it gave many unique and interesting ideas and activities that can be used in a classroom to either introduce a topic or explore a concept further. When someone mentions math, people think of numbers and calculations, but I think using these activities with students would opens up their perspectives to see that there's more to it and unique applications. I also think it will make students more intrinsically motivated (by making it a fun activity) while learning something new at the same time (as they do research/play around with the ideas). Math and art was a combination I didn't expect but it turned out more interesting than I thought, and I think math and other subject areas could also be combined to bring more unique perspectives. For example, I've taken a math history course during my undergrad and I found it fascinating and I do want to incorporate some of those ideas (such as the origins of the number 0 and proof of Pythagorean theorem) in my own math classrooms too.