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Abstract:
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“Art and Mathematics” has been considered in mathematics
education primarily for the possibility of teaching and learning mathematics
through art. Many reasons are implied in this: to give meaning to mathematics; to
motivate or contextualise teaching; to broaden mathematical visualization, among
others. However, neither colonizing art by mathematics nor instrumentalizing
mathematics by art, we have been considering this pair for the experimentations
that can happen in the exercise of thinking. Taking this into account, in this
presentation, first, I introduce the idea of visuality in differentiation with the
concept of visualization in mathematics education to point out some theoretical
concepts of the research. Then, I present some research works I have been
developing, especially those that have been effects of the production of a
methodological stance that occurs at the interface between paintings, visuality and
mathematics education. Finally, I draw some conclusions, outlining an ethical,
aesthetic, and political stance for teaching mathematics with arts. |
