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

被引：5

作者：

Manuel Diego-Mantecon, Jose ^{[1
]}

Blanco, Teresa F. ^{[2
]}

Bua Ares, Jose Benito ^{[3
]}

Gonzalez Sequeiros, Pablo ^{[4
]}

机构：

[1] Univ Cantabria, Fac Ciencias, Dept Matemat Estadist & Comp, Santander, Spain

[2] Univ Santiago Compostela, Fac Ciencias Educ, Dept Didact Aplicadas, Santiago De Compostela, Spain

[3] IES Sanchez Canton, Xunta Galicia, Pontevedra, Spain

[4] Univ Santiago Compostela, Fac Formac Prof, Lugo, Spain

来源：

JOURNAL OF MATHEMATICS AND THE ARTS | 2019年 / 13卷 / 1-2期

关键词：

Art; mathematics; textbooks; secondary education; curriculum; STEM EDUCATION; DESIGN;

D O I：

10.1080/17513472.2018.1552068

中图分类号：

O1 [数学];

学科分类号：

0701 ; 070101 ;

摘要：

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 [GRAPHICS] .

引用

页码：25 / 47

页数：23

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