Link to video: https://www.youtube.com/watch?

v=X94nFkff3FA
Hi, I'm Hung Vu, and this video documents my journey through the footpath near my house. During this
walk, I intentionally did not bring a set of headphones, seeking peace and quiet to reflect on my personal
journey and how the language of math and science contributes to it.
I immersed myself in the environment, feeling the rush of wind brushing against my shoulder and
noticing the surroundings brightening as the sun emerged from the clouds.Hamm and Boucher (2018,
p.61) refer to the interactions an individual has with their environment, as well as the acknowledgment
and understanding of its past and values, as a pedagogical contact zone. The current environment reminds
me of how innocent and curious I was in my younger days. Looking at my reflection in the pond, I am
reminded of my fascination with the concept of reflections and an experiment I conducted when I was
about 10 years old. I covered a small area of the mirror with my left hand and used the index finger of my
other hand to touch the back of the left hand, observing if it would show in the mirror. This experiment
can be considered part of STEM learning, specifically the science aspect.According to Holdom (2018),
science involves the acquisition of knowledge through a combined process of observation, investigation,
and experimentation.

As I continued my walk, I noticed trees in the distance, and my thoughts began to wander. As I gazed at
those trees, I became fascinated by the intricate web of life that they support. Trees play a crucia l role in
our ecosystem by providing oxygen, shade, and regulating water, but they also support a vast array of life
forms, from tiny insects to birds and mammals.
As I continued to contemplate the trees, a series of questions arose in my mind: "Why is it easier to
perceive the growth of a small tree compared to larger ones?" "Are the big trees still growing or have they
reached their full size?" "How long do trees typically live and how old are these trees?" " These questions
filled me with an intense curiosity about the trees and the natural world around me.
I speculated that if I could approach one of those trees, cut it open, and count its rings, I would discover
its exact age. Not only that, but I would also gain insights into the diverse species living within the tree
and understand how our environment influences its growth, allowing for comparisons with similar tree
species worldwide. The more I thought about it, the more I realized that trees are not just stationary
objects in our landscape, but living, breathing organisms that are constantly changing and adapting to
their surroundings much like how children change and adapt over time.
However, as I pondered the answers I sought about nature and animals, a contradiction emerged. As Pelo
(2018) highlighted, an essential aspect of love is desiring a complete understanding of its past, moods,
and appearance. How could I simultaneously love a tree and yearn to learn everything about it, yet also be
willing to destroy it in the process?

When I saw the ducks, a different train of thoughts jumped into my mind. Were the ducks sunbathing or
were they reflecting on their lives too? If children were to see them, what would they want to know about
these ducks? As Young and Elliot (2003) put it best, "The best scientists ask questions. They wonder why
things happen, and they are creative and open to discovery."

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 Reference list:
Hamm, C., & Boucher, K. (2017). Engaging with place: foregrounding Aboriginal perspectives in early
childhood education. N. Yelland & D. F. Bentley (Eds.), Found in translation: connecting reconceptualist
thinking with early childhood education practices (1st ed., pp. 58–75).
Holdom, J. (2018), Science, technology, engineering and mathematics learning through the lens of Te
Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. He Kupu,
5(3), 1-11
Pelo, A. (2009). A Pedagogy for Ecology. ReThinking Schools Online. Volumen 23. No. 4. Summer
Young, T. & Elliott, S. (2004). Just Discover: Connecting Young Children with the Natural
World. Croydon, Victoria: Tertiary Press

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