Art and Mathematics in Education

Hickman, Richard; Huckstep, Peter

doi:10.1353/jae.2003.0001

Cited by 13 publications

(11 citation statements)

References 9 publications

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“…The imagination has often been undermined in teaching academic school subjects, although it is crucial for "inventive scholarship" [28]. A combination of math and art invites pupils to approach math problems from a new perspective [29] because imagination, which is closely related to art, gives the possibility of "seeing things other than the way they are", as Eisner [28] states. When this artistic math learning process with its esthetic beauty is shared with others, it creates an emotional experience, which then is likely to support also cognitive learning and the retention of learned contents and skills [30] and the "convergence of both cognitive and emotional parts of the mind" [26].…”

Section: Education Research Internationalmentioning

confidence: 99%

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Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Thuneberg

Salmi

Fenyvesi

2017

Education Research International

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The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants ( = 256) were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre-and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

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Section: Education Research Internationalmentioning

confidence: 99%

“…Although art in science has recently become more prominent in the move from STEM to STEAM [23], according to Hickman and Huckstep [29], the role of art, at least in math education, lacks research evidence. However, there are more recent results related to this topic [31][32][33].…”

Section: Education Research Internationalmentioning

confidence: 99%

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Thuneberg

Salmi

Fenyvesi

2017

Education Research International

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“…(Female art major, 2007) Aesthetic Education as a Means of Facilitating the Language of Math I suggest that the incorporation of cognitive strategies and ways of knowing from the arts in concept development in physics can help students learn how to visualize the relationships that are described by the unfamiliar language of mathematics. Hickman and Huckstep (2003) compared math to a language, in that once taught the rules of grammar, a student should be able to extract meaning from symbolic sentences (equations) and construct his or her own syntactically correct sentences, follow logical arguments, and apply descriptors to new situations. Mathematics in physics education can be compared to Bourdieu's langue in the sense that facility with math-as-alanguage represents not only linguistic competence in physics but also represents the symbolic capital that defines a student's position within the social hierarchy of a physics class.…”

Section: Aesthetic Education As a Means Of Reducing The Barriersmentioning

confidence: 99%

Draw Your Physics Homework? Art as a Path to Understanding in Physics Teaching

Veen

2012

American Educational Research Journal

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The persistent fear of physics by learners motivated the author to take action to increase all students’ interest in the subject via a new curriculum for introductory college physics that applies Greene’s model of Aesthetic Education to the study of contemporary physics, utilizing symmetry as the mathematical foundation of physics as well as the conceptual link between physics and the arts. The author describes the curriculum and suggests how students’ drawings and written commentaries can provide insights into students’ preferred learning modalities, promote understanding of abstract concepts through visualization, and reveal students’ preexisting attitudes toward science. Outcomes align with the goals of improving students’ attitudes toward physics, indicated by their comments, written work, and results of the Maryland Physics Expectations Survey.

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“…He compared the advances made in recent collaborations to the Renaissance, reminding us that 'Renaissance artists received their training in an atmosphere of artists and mathematicians studying and learning together' (1993,2). The benefits of combining art, science, mathematics and design were also extolled by Boles & Newman (1988), a mathematician and artist who made some strides in advancing the interdisciplinary classroom for decades (some other notable studies combining mathematics and art include Cossentino & Shaffer 1999;Hickman & Huckstep 2003;and Wittmann 1995).…”

Section: Renaissance Comparisonsmentioning

confidence: 97%

Liberating Foundations of Art and Design

Lerner

2012

Int J Art Design Ed

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Research concerning the basic course known as Foundations of Art and Design strengthens the pedagogical approach for K‐16 art and design education. The version of Foundations introduced to America by Josef Albers, although hardly changed, is shown to have continued, timeless relevance. Next, a sequential, implicit logic is revealed in linking the literature of the originators’ old intentions for the course, reflections by their students, and directions taken by later colleagues (particularly design scientists and the theorists addressing the current paradigm combining aspects of art, design, mathematics and science education), revealing some limitless, possible new dimensions. The first focus of this article points to the foundations course as a common denominator for the assimilation of complex new material through aesthetic play, paving the way for new cultural forms. A second theme begins to intertwine literature from many interdisciplinary fields, revealing a profound and deeply rooted pedagogical underpinning, accessible to art and design researchers and educators to aid with their move toward future transformation.

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Art and Mathematics in Education

Cited by 13 publications

References 9 publications

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Draw Your Physics Homework? Art as a Path to Understanding in Physics Teaching

Liberating Foundations of Art and Design

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