Learning and teaching symmetry by creating ceramic panels with Escher type tessellations

Detalhes bibliográficos
Autor(a) principal: Hall,Andreia
Data de Publicação: 2018
Outros Autores: Pais, Sonia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10773/24080
Resumo: Elliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning. This is true for any subject, including mathematics. Some topics of the mathematics school curriculum make a perfect setting for a deeper contribution of art to education and allow for a complete symbiosis between the teaching of mathematics and an artistic education. One such topic is the study of symmetry and isometry, present throughout the school mathematics curriculum from elementary to secondary levels. We believe that the learning and teaching of symmetry and isometry can be greatly facilitated by taking the role of an artist and creating works of art, eventually inspired by renowned artists. In this paper, we present some results of a professional development course for mathematics teachers where the participants created ceramic panels using the same techniques as the Dutch artist M.C. Escher did in his tessellation drawings.
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spelling Learning and teaching symmetry by creating ceramic panels with Escher type tessellationsProfessional developmentArt and mathematicsSymmetryMathematical educationElliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning. This is true for any subject, including mathematics. Some topics of the mathematics school curriculum make a perfect setting for a deeper contribution of art to education and allow for a complete symbiosis between the teaching of mathematics and an artistic education. One such topic is the study of symmetry and isometry, present throughout the school mathematics curriculum from elementary to secondary levels. We believe that the learning and teaching of symmetry and isometry can be greatly facilitated by taking the role of an artist and creating works of art, eventually inspired by renowned artists. In this paper, we present some results of a professional development course for mathematics teachers where the participants created ceramic panels using the same techniques as the Dutch artist M.C. Escher did in his tessellation drawings.Elliot Eisner (1933-2014), pioneiro em educação artística, sugeriu que uma abordagem artística para a educação poderia melhorar a sua qualidade e levar a uma nova visão do ensino e a aprendizagem. Esta ideia aplica-se a qualquer área de ensino, incluindo a matemática. Alguns tópicos do programa de matemática adequam-se perfeitamente a interligação mais profunda da arte com a educação e permitem uma simbiose completa entre o ensino da matemática e uma educação artística. Um desses tópicos é o estudo da simetria e da isometria, presentes ao longo do programa de matemática, desde o ensino básico até ao secundário. Acreditamos que o processo de aprendizagem e de ensino da simetria e da isometria pode ser fortemente facilitado ao se assumir o papel de artista e criar obras de arte, eventualmente inspiradas por artistas bem conhecidos. Neste artigo, apresentamos alguns resultados de uma ação de formação contínua para professores de Matemática onde os participantes criaram painéis cerâmicos replicando as mesmas técnicas que o artista holandês M.C. Escher usou nos seus desenhos de pavimentaçõesElliot Eisner (1933-2014), pionero en educación artística, sugirió que un enfoque artístico para la educación podría mejorar su calidad y llevar a una nueva visión para la enseñanza y el aprendizaje. Esta idea se aplica a cualquier área de enseñanza, incluyendo las matemáticas. Algunos tópicos del programa de matemática se adecuan perfectamente a la interconexión más profunda del arte con la educación y permiten una simbiosis completa entre la enseñanza de las matemáticas y una educación artística. Uno de estos tópicos es el estudio de la simetría y de la isometria, presentes a lo largo del programa de matemáticas, desde la enseñanza básica hasta el secundario. Creemos que el proceso de aprendizaje y de enseñanza de la simetría y la isometría puede ser fuertemente facilitado al asumir el papel de artista y crear obras de arte, eventualmente inspiradas por artistas bien conocidos. En este artículo, presentamos algunos resultados de una acción de formación continua para profesores de Matemática donde los participantes crearon paneles cerámicos usando las mismas técnicas que el artista holandés M.C. Escher hizo en sus diseños de pavimentaciones.Centro de Investigação Didática e Tecnologia na Formação de Formadores2018-09-12T10:46:51Z2018-07-01T00:00:00Z2018-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/24080eng1647-3582Hall,AndreiaPais, Soniainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T11:47:24Zoai:ria.ua.pt:10773/24080Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:57:53.719857Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
title Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
spellingShingle Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
Hall,Andreia
Professional development
Art and mathematics
Symmetry
Mathematical education
title_short Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
title_full Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
title_fullStr Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
title_full_unstemmed Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
title_sort Learning and teaching symmetry by creating ceramic panels with Escher type tessellations
author Hall,Andreia
author_facet Hall,Andreia
Pais, Sonia
author_role author
author2 Pais, Sonia
author2_role author
dc.contributor.author.fl_str_mv Hall,Andreia
Pais, Sonia
dc.subject.por.fl_str_mv Professional development
Art and mathematics
Symmetry
Mathematical education
topic Professional development
Art and mathematics
Symmetry
Mathematical education
description Elliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning. This is true for any subject, including mathematics. Some topics of the mathematics school curriculum make a perfect setting for a deeper contribution of art to education and allow for a complete symbiosis between the teaching of mathematics and an artistic education. One such topic is the study of symmetry and isometry, present throughout the school mathematics curriculum from elementary to secondary levels. We believe that the learning and teaching of symmetry and isometry can be greatly facilitated by taking the role of an artist and creating works of art, eventually inspired by renowned artists. In this paper, we present some results of a professional development course for mathematics teachers where the participants created ceramic panels using the same techniques as the Dutch artist M.C. Escher did in his tessellation drawings.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-12T10:46:51Z
2018-07-01T00:00:00Z
2018-07
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10773/24080
url http://hdl.handle.net/10773/24080
dc.language.iso.fl_str_mv eng
language eng
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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