Using an artistic approach to the teaching of solid geometry in a professional development course for mathematics teachers

Abstract

Mathematics and art have a long historical relationship stretching back to the ancient Greeks, Romans and Egyptians. Mathematics is all about patterns and rhythms, so it is natural that we can find many mathematical concepts in art. Geometry related topics 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 solid geometry which is addressed along the whole mathematics curriculum in Portugal [1]. This paper presents some results of a professional development course for mathematics teachers where the participants studied solid geometry and developed applied projects in an artistic context. The course took place in a Portuguese university and involved 23 teachers of grades 7 to 12. The authors have developed a mixed case study to evaluate how an artistic approach to the teaching of solid geometry is perceived, by the mathematics teachers, as a contribution to the learning process. Above all, the activities developed have proved to be successful examples of interdisciplinary methodologies that bring into the teaching of mathematics usual procedures in the teaching of the arts. Furthermore, the artistic approach followed during the course helped the teachers develop their geometric competences concerning solid geometry, made the learning process more interesting and promoted a more positive attitude toward mathematics.