Aim: The main questions were: How and what could those two disciplines, maths and design, learn from each other? Therefore, students and teachers had to develop various ways of communication and learn a new language. Dia-logues through Applied Design Thinking methods might develop a new approach to mathematic education.
The result of the project was unfolded throughout the method of the presentation: art performance with Post-its (Peran 2008). The aim was to create and provoke a space for reflection through questions and statements about mathematics. Writing, talking, discussing, and postulating were expected in a determined chaos. By giving simple instructions how to act (algorithm, equation), the results were put into the initial values of the equation (iteration) and developed chaos due to the deter-mined initial conditions. An important role was played by bifurcations, situations, where decisions
had to be made. These situations might end with an overshoot-and-collapse or order through bifurcation. In this situation, systems break locally through the structure of the system and temporarily through the periodical dynamic of the decision itself (Briggs and Peat 1999).

This mathematical metaphor reassembles decision-making in mind mappings and design processes. For the presentation, 3 M’s Post-its were used, and all participants became part of the performance. Post-its appeared and disappeared and could be removed without traces. Post-its have become an item for temporary improvisational design in urban landscapes, where urbanites recover space for their needs (e.g., free running/parkour, barbecuing, playing golf with tin holes, etc.). They are a symbol and reaction in form of civil disobedience. Post-its were used as a metaphor for disobedience in traditional mathematic education. There is no space there for pupils’ needs concerning education, either.

Briggs J, Peat FD. Die Entdeckung des Chaos. Eine Reise
durch die Chaos-Theorie. München: Deutscher Taschenbuch Verlag; 1999.