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Is the relationship between art and mathematics addressed thoroughly in Spanish secondary school textbooks?

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.

 Fuente: Journal of Mathematics and the Arts, Vol. 13, Iss. 1-2, Pp. 25-47 (2019)

Editorial: Abingdon: Taylor & Francis

 Fecha de publicación: 01/04/2019

Nº de páginas: 23

Tipo de publicación: Artículo de Revista

 DOI: 10.1080/17513472.2018.1552068

ISSN: 1751-3472,1751-3480

Proyecto español: EDU2017-84979-R

Url de la publicación: https://doi.org/10.1080/17513472.2018.1552068

Autores/as

BLANCO, TERESA F.

JOSE BENITO BUA ARES

PABLO GONZALEZ SEQUEIROS