Is the relationship between art and mathematics addressed thoroughly in Spanish secondary school textbooks?
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Diego Mantecón, José Manuel; Blanco, Teresa F.; Búa Ares, José Benito; González Sequeiros, PabloFecha
2019-04Derechos
© Taylor & Francis This is a preprint of an article published by Taylor & Francis in Journal of mathematics and the arts on 2019 , available online: https://doi.org/10.1080/17513472.2018.1552068
Publicado en
Journal of Mathematics and the Arts, Vol. 13, Iss. 1-2, Pp. 25-47 (2019)
Editorial
Abingdon: Taylor & Francis
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Resumen/Abstract
This article discusses a review of the relationship between art and mathematics in Spanish secondary school mathematics textbooks. The art-mathematics connection identified in the textbooks was analyzed under six dimensions: (1) art for ornamental purposes; (2) art in calculation and measurement; (3) art to master concepts; (4) art to use technological resources in mathematics; (5) mathematical analysis of art; and (6) creating art with mathematics. Dimensions 1, 2 and 3 clearly prevailed over dimensions 4, 5 and 6, which called for more active participation and analytical reflection. Most of the activities attempted to illustrate the mathematics-art connection with real-world examples, but rarely entailed verifying a hypothesis or assumption nor did they encourage critical thinking for analyzing and creating art with mathematical or technological tools.
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