Unlocking creativity: knots and Sona drawings in mathematics teacher professional development

Abstract

Art and mathematics, clearly distinct domains, converge in a fascinating exploration that transcends conventional boundaries. The essence of art lies in producing profound, individualistic responses, inspiring a search for coherence in the visual and emotional tapestry it weaves. Simultaneously, mathematics, conventionally confined to analytical rigor, reveals an unexpected facet as an incentive for creativity. This synergy forms the background for an enriching journey into the interplay of mathematics, art, and ethnomathematics. Within ethnomathematics, the bridge connecting mathematical practices and diverse cultural heritages emerges as a powerful tool for educators to generate a multifaceted understanding of both subjects. The core of a 2023 professional development course for mathematics teachers at the University of Aveiro was the fusion of mathematics, art, and ethnomathematics. Targeting grades 5 to 12, the chosen topics were knots and Sona designs. Knots, essential in everyday life, hold a particular place in mathematics through the theory of knots. The introductory concepts of this theory can be linked to the teaching of several mathematical school topics and provide a powerful tool for 3D visualization and reasoning. Sona designs and geometric sand drawings serve as memory aids in the Chokwe people’s oral storytelling tradition in south-central Africa, among other African communities. These drawings have mathematical properties related to symmetry, graphs, and knots. The course unfolded in two phases: an exploration of mathematical concepts and their artistic applications, followed by the conception and execution of a project where participants translated some of these concepts into individual artistic creations, using ceramics for the Sona drawings and textile art for the knots. This study explores mathematics teachers’ perceptions of an interdisciplinary approach connecting art and mathematics and its potential integration into teaching practices. The research question focuses on whether incorporating art in mathematics teaching enhances comprehension, facilitates interdisciplinary learning, promotes collaborative teaching experiences, and fosters a more positive attitude toward mathematics among students. Employing a mixed case study design, the research combines quantitative and qualitative methods, including direct observation, document collection, a final questionnaire, and field notes for a comprehensive data analysis. Findings are presented through artworks and analysis of questionnaire responses and field notes. In conclusion, the study underscores that infusing artistic contexts within an interdisciplinary framework strengthens and reshapes mathematical concepts. This approach establishes meaningful connections across diverse knowledge domains, nurtures collaborative and engaging teaching and learning environments, and facilitates the design of classroom activities fostering a positive attitude toward mathematics.