Ten years exploring geometry lead to 25 years working with young children and teachers, with adults and home school students folding circles, exploring the circle as a comprehensive math education tool. Over the years I have written seven books and produced a DVD to document my experience in folding circles. They are available to those that are interested. If you can fold a circle in half you can do this.
It is based in students being able to discover and learn through their own observations of what they do. To ask questions requiring students to observe what they have not seen before, to see differently what they have seen, and then discuss what they do see. This allows them to go deeper into their observations, find greater clarity, and discover information that keeps a consistency to the process of discovery alive.
There are no honors and awards for doing something that has no traditional value. Awards came as grants and fellowships from my work as a sculptor years before exploring geometry and folding circles.
High school diploma and four years of collage level art. No degrees.
Prior to folding circles I made my living as a sculptor. With a need to understand spatial patterns I began to study geometry that was based in Buckminster Fuller's work. Art in a broad sense is an integral part to my exploration. I see truth revealed in the experience of folding and joining circles; it works or it does not. Beauty is in the expression of the interrelated and transformational nature generated within unity of the circle. Qualities observed in the first fold are principle to all subsequent folding. These directives that organization and give order to arranging systems continually surprises my imagination. Over the years I find my need for making things satisfied by folding circles and discoveries for my mind more than compensate for the limited range of self expression. Working with students and teachers has become a large part of my exploration into unity and wholeness of the circle.