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Running head: SOCIAL MEDIA ART AND TRIANGLES 1

A Social Media and Art Approach to Finding Centers of the Triangle


Wendy Flores
Azusa Pacific University, Azusa
EDUC 526 Capstone Experience in Digital Teaching and Learning
Dr. Courduff
April 21, 2014





SOCIAL MEDIA ART AND TRIANGLES 2

Abstract
The purpose of this curricular unit plan is to teach Geometry skills and content; including how to
differentiate and find the different centers of a triangle. The target student population is High
School freshman and sophomores in all ability levels. The students use apps such as Pinterest,
Instagram and Vine to create projects and define content. It should be completed once students
are familiar with parallel and perpendicular lines, and different types of triangles. The unit will
culminate with students creating an art project using one of the centers. They will write an artist
statement that defines the math process used as well as the meaning behind the art piece. The
goal is to implement higher order thinking skills in combination with social interaction and
creativity.
Keywords: geometry, social networks, art, writing

SOCIAL MEDIA ART AND TRIANGLES 3

Goals:
Students will learn how to make different constructions including perpendicular bisectors
and angle bisectors and use these constructions to find the centers of a triangle. Algebra skills
will also be incorporated into the unit by analyzing figures on a coordinate plane by verifying
perpendicular lines and Eulers line. In conjunction with math content students will learn how to
find, curate and organize information through technology available to them such as Pinterest.
Student Learning Objectives
At the foundational level I expect students to learn key terms and processes necessary in
geometry. They will do this by defining terms by creating diagrams, images, GIFs and videos
that they will share with one another. Students will also learn independent study techniques by
doing the majority of content acquisition at home, thereby making students more responsible for
educational goals. By emphasizing the use of social media I aim to cultivate a cooperative
classroom environment where the students learn to see each other as helpful resources and
promote a more positive experience of mathematics for many students.
Outline
Part 1 Constructions
The focus of this section will be to teach the basics of constructions and help students
apply them to finding the centers of the triangle. Students will be responsible for creating,
uploading and organizing information through Pinterest. They will also be using Twitter and
Instagram to share information with one another.
The first lessons will focus on creating accounts for Instagram, Twitter and Pinterest. I
will walk them through the process of creating each account and the rules of conduct they must
follow when posting, commenting and tagging. I will also discuss how to create an account
SOCIAL MEDIA ART AND TRIANGLES 4

without divulging personal information publically, while allowing the class to access one
anothers profiles.
I will also set aside time to discuss with students who already have accounts how to
create second accounts and manage them on their own devices. One way to solve this issue is by
creating a second user account on their device for all school related needs. Students with devices
that do not support this may use apps that help manage multiple accounts such Padgram,
Gramfeed, and Photogram.
Students will also have the option of not using their own personal device by using the
classroom computer. I will instruct them on how to open incognito browsers in order to protect
their account information. We will review efficient ways of sending and uploading pictures to
accounts so that all students may have access to classroom computers.
Students will also be creating GIF files to show the process of a construction. I will
explain the different free websites available to them to create these files. There are also two ways
of creating GIF files, by converting a video or by organizing a series of images into a GIF. Either
option is acceptable and I will help students choose a method that suits there needs and
resources.
I will also introduce students to GarageBand to help them create or browse for sound
effects. They will also be taught about websites that have free sound effects that they can use. I
will review with them the importance of using music that is available to be downloaded and used
legally.
Part 2 Differentiating
SOCIAL MEDIA ART AND TRIANGLES 5

This unit focuses on a topic with many closely related concepts. In order to help students
learn these terms clearly and efficiently I will make use of mind mapping apps and videos to
define and explain the differences between terms.
As a result of using apps such as Vine and Instagram to share short videos, students must
focus on creating concise and easy to understand videos. I will first walk through the process of
properly framing and lighting a video. I will also review the rubric that will be used to score their
videos. Students will also work in groups to create mnemonic devices to help them remember
key terms. I will create student groups and review expectations for group work.
Part 3 Proofs
In this section students will collaborate on proofs. Students will continue to use the same
technology and apps throughout the unit. The primary focus will be on explaining the
mathematical thought process that is put into completing or creating a proof. The majority of
class time will go to solving and learning strategies for completing proofs.
In place of using direct instruction, students will use twitter as a forum to learn how to
find the midpoint of a line segment and a perpendicular line on the coordinate plane. I will assist
the twitter discussions by tweeting out hints and re-tweeting correct information. If needed, I will
tweet helpful videos from sources such as Khan Academy.
Students will work in groups during the section on proofs and midsegment theorem. I
will ensure that all students are working together proactively by checking in with each group
every hour and asking them how each member is contributing to the work.
Students will also be asked to create longer videos that will go on a class YouTube
channel. I will provide students with an upload email that will allow them to upload to a single
SOCIAL MEDIA ART AND TRIANGLES 6

channel without having to create and post to their own channel. By using this method, I hope to
help students maintain privacy and help them find classmates videos easily.
Part 4 Art
Students will apply what they have learned to real world items such as maps and personal
art. I will help students use Google maps and help them find reliable resources online by
continuing to engage with the class through Twitter.
The final component of the unit will be creating symbols and installation art. The integral
aspect of the art piece is that the student be able to prove they have a used a triangle center in
their piece. I will show them how they can document this using a tape measure and object such
as a T-bar too show perpendicular lines. I will also provide examples of materials that they can
use to create their art piece and how to use materials that will not damage public or private
property. I will also review with students the expectations for the artist statement they will write
and how they must incorporate the Geometry skills and definitions they have learned.
Coursework
During my time spent in the Digital Teaching and Learning program, not only have I
learned about new technology but I have also reevaluated my previous held beliefs about social
media in the classroom. By nature I am not the type of person that actively engages in various
social media outlets and felt that it would not be prudent to enforce interaction through social
media. However, I deeply believe that cooperation and collaboration is an integral part of the
classroom. This is especially true for mathematics, a subject that is difficult for many and is often
the most isolated subject to get through. If I really believed that collaboration and technology
were important I would need to embrace social media.
SOCIAL MEDIA ART AND TRIANGLES 7

The first course that helped me develop guidelines for my classes was Instructional
Applications of Productivity Software. In this class I learned the importance of explaining key
elements of software to students and reviewing commonly held misconceptions. Part of my unit
plan is to have students create a presentation and if I want to see my students create professional
and well thought out slides I must spend the time to review with them how to put one together.
In Digital Video in the Classroom I reviewed key elements of a good video that I must
review with students. Editing will not be an essential aspect of the videos in my classroom but
composition, lighting and sound will be important to communicate content effectively. I also
learned practical information that will help this unit run smoothly. I was hesitant to use YouTube
in my unit until I remembered that YouTube has the option of creating an email upload link.
Through the email link I can be sure that I gather all of the students videos and can manage the
privacy settings of the channel. By learning that these options are available I was able to broaden
my choices of video hosting sites.
Prior to taking Evolving Educational Technologies I was not concerned with digital
citizenship as much as I should have. When I was creating the unit I knew that I would I have to
be concerned with plagiarism but I was not concerned with how I would foster constructive
interaction online. Through the digital citizenship blog in the class I learned that it was important
for students to know that how they communicate will be monitored and that mean or
inappropriate content would not be allowed. I also saw that it was important to set a precedent of
how to discuss issues. If I want to have an online community that is both nurturing and
meticulous when it comes to content I need to be the first voice that corrects mistakes gently and
provides direction rather harsh criticism.
SOCIAL MEDIA ART AND TRIANGLES 8

Throughout my coursework I have learned that a simple program that is common in most
students lives can be successfully implemented into the classroom as long as clear goals are
created for its presence. Through the direct instruction of my professors and my own experience
I have learned that creating a clear precedent for what is expected allows students to meet and
exceed expectations while giving them the freedom to explore content and technology.



SOCIAL MEDIA ART AND TRIANGLES 9

Resources
Digital:

Computer/laptop
Internet access
Phone/device with digital photography and video capabilities
Paper by Fifty Three
GifMaker.me
Pinterest
Twitter
Instagram
Vine
IMovie
YouTube
Search engines: Google, Bing
Garageband
Freesoung.org
MindMeister
KhanAcademy.org
Quizlet.com

Non-Digital:

Paper
pensil
Compass
Straight edge
Measuring tape
T-bar
Art supplies
Textbook




SOCIAL MEDIA ART AND TRIANGLES 10

Multiple Intelligences
Unit Plan Template
EDUC 522



Unit Title: Centers of a Triangle
Teacher: Ms. Flores
Grade Level: 9th and 10th
Subject: Geometry
Time Frame: 3 weeks
Objectives:

1. Students will learn how to
make different constructions
including perpendicular
bisectors and angle bisectors.

2. Students will use these
constructions to find the
centers of a triangle.

3. Students will verify using
algebra the center of a
triangle.

4. Students will also explain
Eulers line and discuss why
an equilateral triangle has
one center point.

5. Students will have a
Pinterest board filled with
images, videos and
descriptions as a reference
guide.
Intelligences:

Logical/
Mathematical

Kinesthetic

Naturalistic

Musical/Rhythmic

Visual/Spatial

Verbal

Interpersonal

Intrapersonal
Technologies in the unit:

Digital:
Computer/laptop
Internet access
Phone/device with digital
photography and video
capabilities
Paper by Fifty Three
GifShop.tv
Pinterest
Twitter
Instagram
Vine
IMovie
YouTube
Search engines: Google,
Bing
Garageband
Freesoung.org
MindMeister
KhanAcademy.org
Quizlet.com

Non-Digital:
Paper
Pencil
Compass
Straight edge
Measuring tape
T-bar
Art supplies
Textbook
SOCIAL MEDIA ART AND TRIANGLES 11


Common Core standards:

Content Standards:

Geometry: Congruence
10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180;
base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is
parallel to the third side and half the length; the medians of a triangle meet at a point; the altitudes of a triangle
meet at a point.

Geometry: Congruence
Make geometric constructions.

12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle;
bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of
a line segment; and constructing a line parallel to a given line through a point not on the line.

Technology standards:

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively



SOCIAL MEDIA ART AND TRIANGLES 12


Materials: (digital and non-digital)

Geometry textbook
paper/pencil
Straightedge
Compass
Protractor
Rod/Stick
Twine/Yarn

Computer/laptop
Internet access
Phone/device with digital photography capabilities

Intelligences:

Visual
Kinesthetic

SOCIAL MEDIA ART AND TRIANGLES 13

Procedures:

Part 1: Constructions

Day 1: Students will create a Pinterest account for school use
and create a Pinterest Board labeled Geometry: Triangle Centers.
Students will pin all of their images, videos and work to the
Pinterest Board as well as follow the other students boards in the
class. Students will also need to create a Twitter, Vine and
Instagram account. Each student will email the teacher the
necessary information for the teacher to follow his or her Pinterest
boards, Twitter, Vine and Instagram accounts. The teacher will
review how to use each app or site and how to correctly label and
post each assignment. The class will also be given a YouTube
upload email address where they will email their videos to upload
to the class YouTube page. By the end of the class all students
should have designated and confirmed all the correct contact
information by posting/sending a Tweet, Vine, photo and video to
the YouTube page sharing the address information to their
Pinterest page.

Day 2: Students will learn the basic steps in performing
constructions such as creating arcs using a compass, and
drawing lines with a straightedge. The emphasis will be on
precision and neatness. Students should be able to control their
compass well and maintain its correct width. To help students
remember each step and combine them into constructions,
students will find sound effects from GarageBand or
http://www.freesound.org/browse/tags/sound-effects/ and match
each sound effect to an action used in constructions. The class
will decide on which sound effects work best for each step. The
class will also create hand movements that correspond to each
step.

Day 3: Students will hear and use the sound effects and hand
motions from the previous class session to memorize how to
create constructions. They will learn how to bisect an angle,
create congruent angles, and create perpendicular bisectors and
a line that is perpendicular to an existing line passing through a
given point. Students will make a Vine video showing how to
successfully make a construction and pin it to their Pinterest
Board.

For homework, students will record and narrate a short animation
or video of a construction, provided by the teacher. The student
will explain each step and provide pointers on how to successfully
Intelligences:



Naturalistic
Visual/Spatial
Interpersonal














Kinesthetic



Musical




Kinesthetic



Musical/Kinesthetic



Visual/Spatial
Interpersonal



Verbal


SOCIAL MEDIA ART AND TRIANGLES 14

complete a construction. They will save their narration and upload
it to YouTube and pin it to their board.

Day 4: Students will create an animation or GIF using Photoshop,
or GIF creating app such as Gif Shop showing each step to
completing a construction. They must create a GIF for each
construction: bisected angle, perpendicular line, and
perpendicular bisector. Students can use a drawing app such as
Paper by FiftyThree or take pictures of their paper and pencil
constructions and upload them to Photoshop or Gif Shop.
Students must pin all three Gifs by the following day.

Part 2: Not all centers are the same. (Differentiating the
centers of a triangle)

Day 5: Students will review key terms related to triangles
including altitudes, medians, angle bisectors and perpendicular
bisectors. Then they will be introduced to the four centers of the
triangle: orthocenter, incenter, centroid and circumcenter. The
students will use MindMeister to create a map that shows how the
centers are related to one another through similar concepts such
as bisectors or perpendicular lines. Share link to MindMeister or
screenshot of MindMeister on each members Pinterest board.

Day 6: The students will break up into groups of three or four.
They will be assigned a different center of a triangle and write
mnemonic devices, rhyme or short song to help them and the
other students remember the different centers. They will record
Vine videos of each other reciting the mnemonic devices.
Students should also use a visual within each Vine video. Each
member of the group will pin the Vine to their board.

Part 3: Algebra Connection and Proofs

Day 7: Students will work in groups reviewing how to find
midpoints and perpendicular lines. Students can look up videos
on Khan Academy for help in finding the equation of
perpendicular lines and midpoints. Students may use twitter or in
class discussion to figure out how to find the centers using
perpendicular lines that pass through a given point and midpoints.
The teacher will provide the coordinates for triangles and
students will find the circumcenter, centroid and orthocenter of
the triangles only using algebra. They will post an image of their
algebra work to Pinterest.

Day 8: Students will be given the coordinates of the vertices of a
Visual/Interpersonal


Visual/Kinesthetic

Logical/Mathematical









Verbal



Naturalistic
Visual/Spatial



Interpersonal

Verbal
Musical/Rhythmic

Visual/Spatial




Interpersonal
Visual
Musical



Logical
Kinesthetic



Logical
SOCIAL MEDIA ART AND TRIANGLES 15

triangle. They will also be given the equation of three lines that
may or may not be angle bisectors of the three vertices. Students
will work in groups of four where they will brainstorm and search
the Internet for a way to verify if the lines are angle bisectors.
Each group should find the Angle Bisector Theorem and its
converse. Each group will then write a problem related to the
proof for the Angle Bisector theorem and its converse and post
them to Pinterest.

Day 9: The class will be broken up into groups. Groups will work
together to complete proofs. Each group will create a video that
describes how the team solved each proof. For example, how did
they know what information would be useful and how did they
sequence their information to make the most sense? They will
post their videos to YouTube.

Day 10: Students will take a short detour from triangle centers to
learn about the Midsegment theorem and its creation of similar
triangles. Each student will create a drawing and definition for the
Midsegment theorem and post it to Instagram and Pinterest. Each
student will also have to complete a proof involving the
Midsegment theorem. The student will post a rough draft, or proof
that contains thoughts or clues on how to solve the proof. The
rough draft can be an image of the diagram and important
information they used, or a video explaining how they solved the
proof. Each student will also post a formal paragraph proof to his
or her Pinterest board.

Day 11: Students will use the following website to study and quiz
themselves on key terms. After they take the quiz they will email
the results to the teacher. Afterwards students will look through
their classmates boards and like and comment on at least four
pins. Comments must describe why they found a pin helpful in
understanding the content.

http://quizlet.com/10461198/geometry-chapter-5-theorems-and-
definitions-flash-cards/

Part 4: Finding your center!

Day 12: Students will use Google Maps to locate three places
they would like to visit. They will print out the map and create a
triangle using the three locations. They will then find the
orthocenter of the triangle. They will find the center location on
Google Maps and take a screenshot of the streetview image, if

Interpersonal

Naturalist





Interpersonal
Visual
Kinesthetic
Verbal




Logical
Visual
Naturalist



Visual

Verbal


Intrapersonal

Verbal

Interpersonal







Intrapersonal
Visual
Kinesthetic



SOCIAL MEDIA ART AND TRIANGLES 16

possible.

Students will then pick a fourth location on Google Maps. They
will use this location to reverse engineer a triangle by making
congruent angle constructions. The point they have located will
be the incenter of their new triangle.

Day 13: Students will use a search engine such as Bing or
Google to learn about Kandinskys theory of geometry in art. The
student will create a video that highlights important or interesting
concepts of art and geometry. They will also include a diagram of
an acute, obtuse, and equilateral triangle with different centers.
They will provide a description of what artistic concepts come to
mind when they look at these diagrams. For example, does an
acute or obtuse angle have a sense of action? Violence?
Stillness? What diagram feels balanced?

Day 14: Students will use each diagram of a triangles center to
create a symbol that represents a person, place, thing or event
important to their lives. They can use any or all parts of the
triangle, center and related construction lines to create their
symbols. They will use Keynote or iMovie to make a small
presentation of their symbols and share them with the class, as
well as post them to Pinterest.

Day 15: The students will be making art installations using
whatever material they like to recreate two of their symbols in a
field, park or outdoor space. They should not use material that
may harm the surroundings and must also clean up the material
once they have documented their final product. Students must
use measuring tape and T-bars to determine if their lines are
perpendicular and centers are precise. Students will then take
pictures of their art installations as well as post an artist statement
regarding their installation. They will also photograph other
students are installations and post to Instagram and Pinterest.
For extra credit they may also take a video of their installation and
add they feel corresponds to their piece.

Logical




Naturalist

Visual

Intrapersonal





Intrapersonal
Visual

Interpersonal
Verbal



Intrapersonal
Visual
Kinesthetic
Naturalist

Logical

Verbal
Interpersonal
Musical
SOCIAL MEDIA ART AND TRIANGLES 17

Product:

Digital accounts necessary to completing tasks
Vine video demonstrating constructions
Narration video of construction
GIF video showing construction
Image of MindMeister map
Vine video of mnemonic device, rhyme or song
Image of algebraic work
Angle Bisector proof problem
Rough draft and final paragraph draft of a paragraph proof
for Midsegment theorem
Quiz Results email to the teacher
Comments on four other pins
Screenshot images posted to Pinterest of Google maps
activity
Paper maps showing constructions
YouTube video for Kandinsky and geometry description
Video explaining personal symbols, posted to Pinterest
Picures or video of Art Installation piece

Artist statement
Intelligences:

Logical, Interpersonal
Visual, kinesthetic, verbal
Verbal, musical
Kinesthetic, logical
Naturalist, Visual
Verbal, Musical
Logical, visual
Logical, Interpersonal
Verbal, Logical

Verbal, Intrapersonal
Interpersonal
Visual, Intrapersonal

Kinesthetic, Visual
Visual, Intrapersonal
Intrapersonal, Visual
Kinesthetic, Naturalist,
Visual
Verbal
Assessment: (Quantitative Rubric)


Constructions assessment
Category 4 3 2 1
SOCIAL MEDIA ART AND TRIANGLES 18

Neatness and
Attractiveness
Maps and
constructions are
turned in neatly,
no rips or damage
to the paper.
Name, period and
date are written
clearly on the
page and turned
in on time.
Maps and
constructions are
turned in with
minimal damage. 1-
2 erasures or
corrections are
visible but not
obstructive to
viewing the
constructions.
Name, period and
date are written
clearly on the page
and turned in no
more than a day
late.
Maps and
constructions are
turned in with
some damage. 3-4
erasures or
corrections are
visible and
obstructive to
viewing the
constructions.
Name, period and
date are written on
the page and
turned in 2-3 days
late.
Maps and
constructions are
turned in with
damage. 4-5
erasures or
corrections are
visible and
obstructive to
viewing the
constructions. Name,
period and date are
written on the page
and turned in 4 days
late.
Constructions
All steps of the
constructions are
clearly marked
and neatly drawn.
Constructions are
accurately drawn
and done with a
straightedge and
compass.
1 or 2 of the steps
to the constructions
are missing but the
constructions are
accurate.
Constructions are
accurately drawn
and done with a
straightedge and
compass.
3 or 4 of the steps
to the
constructions are
missing but the
constructions are
accurate.
Constructions are
accurately drawn
and done with a
straightedge and
compass.
5 or 6 of the steps to
the constructions are
missing but the
constructions are
accurate.
Constructions are not
accurately drawn and
were not done with a
straightedge and
compass.
Completeness
Both maps are
printed and all
constructions are
complete. All 4
screenshots or
printouts are
present and
clearly labeled.
Both maps are
printed and all
constructions are
complete. 1 of the
screenshots or
printouts is missing.
The screenshots
are clearly labeled.
One map and
constructions is
complete. 2-3 of
the screenshots or
printouts is
missing. The
screenshots are
not clearly labeled.
No map and
constructions are
complete. No
screenshots are
turned in along with
the map.


Posts Rubric: (Possible 12 points per Pinterest, Instagram, Vine, Twitter or YouTube
post)

SOCIAL MEDIA ART AND TRIANGLES 19

1 2 3
Description
Grammar
Posts do not have any
description.
Posts are incomplete.
Description contains
two or more
grammatical errors or
typos.
Posts contain a
complete description
including assignment
title and date. One or
no grammatical errors
or typos.
Completion
Posted work was not
complete.
Posted work was
complete but posted
1-2 days late.
Posted work was
complete and posted
on time.


Video Rubric:

1 2 3
Audio
Video had major audio
issues, making it difficult to
hear and understand the
speaker.
Audio issues that
prevented the
speaker from being
heard, no more than
at two separate
moments.
Speaker is easily
understood
throughout the video.
Content
Content has 2-3 errors in
mathematical correctness.
Ex: student does not solve
proof correctly or incorrectly
explains a definition.
Content has 1 error in
mathematical
correctness.
Ex: student has one
mistake in a proof
problem.
Content has no
mathematical errors.
All terms are used
and defined correctly.


Art Installation:

1 2 3
SOCIAL MEDIA ART AND TRIANGLES 20

Creativity
Student only used one type
of material.
Students used 2
types of material and
incorporated the
surroundings into the
art installation.
Student used art
material in a
thoughtful manner.
Incorporating it into
the surrounding areas
in a way that was not
destructive.
Execution
Art installation has no center
component.
Student did not document
how they found the center.
Art installation has a
center component,
however the student
did not document how
the center was
located and what
method was used.
Art installation has a
center component.
Student documented
what center they
constructed and how
the student verified
the center.
Ex: student shows
that they measured
sides of a triangle to
find the midpoint.


Artist Statement

1 2 3
Grammar
Statement has 3 or more
grammatical errors.
Statement has two or
more grammatical
errors.
Statement has no
grammatical errors.
Content
Statement does not explain
the purpose or meaning of
the art installation.
Statement does not explain
connection to mathematical
content.
Statement explains
the purpose of the art
installation but does
not connect to
mathematical content.
Statement explains
purpose and meaning
of the art installation
and connects
meaningfully to
mathematical content.