Linking Photography and Mathematics with the Use of Technology

Abstract

In this paper, we describe an inclusive, collaborative learning approach in which both able and less able students engaged together in a contest combining Photography, Mathematics and Technology, in our case GeoGebra. Following three cycles of the contest, we analysed a selection of entries and the related post-participation survey. Based on the analysis, we concluded that the combination of these approaches could help to engage students with mathematical content by relating art, their surrounding environment with mathematics. This approach enabled us to offer different ways of mathematics learning through providing contexts for exploration and students’ creation of their own contents. Results also showed that school teaching is sometimes insufficient to solve emerging problems and this challenged students to find new kinds of solutions supported by new tools and concepts. It also allowed students to think creatively by inviting them to work together to develop their own questions, problems, and facilitating learning by research.

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

“…Likewise, Rizzo et al (2019) and Gülhan and Shain (2018) as well as Roldán-Zafra and Perea (2022), and Lee et al (2021) also opted for a methodology based on collaborative work and creative thinking in order to improve mathematical learning and the students' enthusiasm towards the subject. In particular, Gülhan and Shain (2018) applied the 5E model (engage, explore, explain, elaborate and evaluate) in their research, that is, "a teaching sequence based on the constructivism" (Bastida-Bastida, 2019: page 75).…”

Research on Outdoor STEM Education in the digital Age. Proceedings of the ROSETA Online Conference in June 2020

“…First of all, it was clear that the main features of the environment privileged by the preservice teacher's mathematical eye were objects, in particular buildings. The architectural details caught their attention in terms of possibility for mathematical exploration (Rizzo et al, 2019;Vale, Barbosa & Pimentel, 2015). The choice of photos was based on "possibilities for good questions".…”

“…Based on the photos, they managed to build proposals with suitable contents for elementary school students, being able to naturally highlight connections between mathematics and the environment (Gutstein, 2006). It was an opportunity for these future teachers to contact with other (teaching) learning contexts and also an opportunity to work together, create their own tasks, grounded on their personal perceptions of reality, posing questions and problems, thinking creatively (Vale & Barbosa, 2019aRizzo et al, 2019). It is important to include an instruction for (preservice) teachers to develop their mathematical eye as well as to create rich tasks so that they can propose to their pupils in the scope of outdoors mathematics education and of mathematical connections.…”

“…Several researchers (e.g. Meier, Hannula & Toivanen, 2018;Munakata & Vaidya, 2012;Rizzo, Rio, Mancenido, Lavicza & Houghton, 2019) have been working on photography outside the classroom as a way to motivate students, increasing interest and understanding of content, through the connection between mathematics and everyday situations. In addition, this type of approach gives students the opportunity to conduct their own transformative and aesthetic experience.…”

Measuring Indonesian EFL Teachers‘ Digital Creativity: Validation of Hoffmann‘s Digital Creativity Scale

“…According to Province [29], teachers and students who usually participate in digital art design contests tend to demonstrate an open-minded approach towards new ideas and resources, which can have a beneficial impact on their capacity for innovation. Additionally, taking part in digital art contests encourages students to tackle novel challenges and contests [30].…”