What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training

Detalhes bibliográficos
Autor(a) principal: Cuchedza, Adamo Devi
Data de Publicação: 2023
Outros Autores: Flores, Cláudia Regina, Wagner, Débora Regina, Kerscher-Franco, Mônica Maria
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFSC
Texto Completo: https://repositorio.ufsc.br/handle/123456789/245719
Resumo: This article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching.
id UFSC_96ee3554bfee53468c2a047a99b369be
oai_identifier_str oai:repositorio.ufsc.br:123456789/245719
network_acronym_str UFSC
network_name_str Repositório Institucional da UFSC
repository_id_str 2373
spelling What does art know about (with) mathematics? Visualities that overflow in a group of students in initial trainingThis article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching.Este artigo apresenta algumas análises acerca do modo de olhar e usar a arte para ensinar matemática, implicadas pelo ato da visualização e da visualidade, que colocam em operação formas específicas de aprender. Os resultados foram obtidos a partir de uma oficina com estudantes de Moçambique em um curso de Licenciatura em Ensino de Matemática, na qual se fez uso de pinturas de artistas moçambicanos. A análise empreendida foi feita em dois movimentos: no primeiro, colocou-se em exercício o pensar matemática com pinturas moçambicanas: simetria, hipérbole e parábola; no segundo, atentou-se a verdades acerca do ensino da matemática com a arte, como o enunciado de que “a arte funciona como suporte para contextualizar a aprendizagem da matemática”. Por fim, a conclusão alude a um ethos decolonial, que destaca uma atitude crítica e contínua, alinhando-se a um exercício de fazer ver visualidades para pôr em exercício a arte com a matemática para o ensino.Este artículo tiene como objetivo presentar algunos análisis sobre la manera de mirar y utilizar el arte para enseñar matemáticas, implícitas en el acto de visualización y visualidad, que ponen en funcionamiento formas específicas de aprender. Para ello se utiliza un taller que utilizó pinturas de artistas mozambiqueños y se llevó a cabo con estudiantes mozambiqueños en un curso de Licenciatura en Enseñanza de las Matemáticas. El análisis emprendido aquí se lleva a cabo en dos movimientos: en el primero, se pone en práctica el pensamiento matemático con pinturas mozambiqueñas: simetría, hipérbole, parábola. En el segundo, se llama la atención sobre verdades sobre la enseñanza de las matemáticas con el arte, por ejemplo, la afirmación de que el arte funciona como soporte para contextualizar el aprendizaje de las matemáticas. Finalmente, concluimos aludiendo a un ethos decolonial, que destaca una actitud crítica y continua, alineándose con un ejercicio de visibilización de visualidades para poner en práctica el arte con las matemáticas para la enseñanza.Cet article présente quelques analyses sur la manière de regarder et d'utiliser l'art pour enseigner les mathématiques, impliquées par l'acte de visualisation et de visualité, qui fonctionnent dans des manières spécifiques d'opérer l'apprentissage. Les résultats ont été obtenus lors d'un atelier avec des étudiants mozambicains dans un cours de licence d'enseignement des mathématiques, dans lequel des peintures d'artistes mozambicains ont été utilisées. L'analyse effectuée s'est déroulée en deux mouvements : dans le premier, la pensée mathématique a été mise en pratique avec des peintures mozambicaines : symétrie, hyperbole et parabole ; dans le second, une attention a été portée aux vérités sur l'enseignement des mathématiques avec l'art, comme indiqué que “l'art fonctionne comme un support pour contextualiser l'apprentissage des mathématiques”. Enfin, la conclusion fait allusion à un ethos décolonial, qui met en exergue une attitude critique et continue, s'alignant sur un exercice de mise en visibilité des visualités pour mettre en pratique l'art avec les mathématiques pour l'enseignement.2023-05-01T19:13:09Z2023-05-01T19:13:09Z2023info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://repositorio.ufsc.br/handle/123456789/245719Cuchedza, Adamo DeviFlores, Cláudia ReginaWagner, Débora ReginaKerscher-Franco, Mônica Mariaengreponame:Repositório Institucional da UFSCinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCinfo:eu-repo/semantics/openAccess2023-05-01T19:13:10Zoai:repositorio.ufsc.br:123456789/245719Repositório InstitucionalPUBhttp://150.162.242.35/oai/requestopendoar:23732023-05-01T19:13:10Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
title What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
spellingShingle What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
Cuchedza, Adamo Devi
title_short What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
title_full What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
title_fullStr What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
title_full_unstemmed What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
title_sort What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training
author Cuchedza, Adamo Devi
author_facet Cuchedza, Adamo Devi
Flores, Cláudia Regina
Wagner, Débora Regina
Kerscher-Franco, Mônica Maria
author_role author
author2 Flores, Cláudia Regina
Wagner, Débora Regina
Kerscher-Franco, Mônica Maria
author2_role author
author
author
dc.contributor.author.fl_str_mv Cuchedza, Adamo Devi
Flores, Cláudia Regina
Wagner, Débora Regina
Kerscher-Franco, Mônica Maria
description This article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-01T19:13:09Z
2023-05-01T19:13:09Z
2023
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 https://repositorio.ufsc.br/handle/123456789/245719
url https://repositorio.ufsc.br/handle/123456789/245719
dc.language.iso.fl_str_mv eng
language eng
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFSC
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Repositório Institucional da UFSC
collection Repositório Institucional da UFSC
repository.name.fl_str_mv Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
_version_ 1808652324367761408

Registros relacionados