Search

Made available in DSpace on 2021-06-25T10:31:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-12-01. Added 1 bitstream(s) on 2021-07-15T15:04:40Z : No. of bitstreams: 1 S0103-636X2020000301144.pdf: 459895 bytes, checksum: e2a3543881b3377b3fd6cb30947686e8 (MD5) In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: In regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective. Faculdade de Ciências da Universidade Estadual Paulista (Unesp) Técnico Administrativo em Educação no Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP), ST-PPG Av. Eng. Luiz Edmundo Carrijo Coube, 14-01 Universidade Estadual Paulista (Unesp) Faculdade de Engenharia de Ilha Solteira (FEIS) Universidade Estadual Paulista (Unesp), Unesp-FEIS-DBZ, Av. Brasil no 56 Faculdade de Ciências da Universidade Estadual Paulista (Unesp) Técnico Administrativo em Educação no Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP), ST-PPG Av. Eng. Luiz Edmundo Carrijo Coube, 14-01 Universidade Estadual Paulista (Unesp) Faculdade de Engenharia de Ilha Solteira (FEIS) Universidade Estadual Paulista (Unesp), Unesp-FEIS-DBZ, Av. Brasil no 56

Resumo Com a finalidade de aproximar e de construir um quadro da produção científica brasileira em Educação Matemática a respeito da interface entre Arte e Matemática, este artigo apresenta os resultados de uma revisão sistemática de literatura, que analisou dissertações e teses sobre o tema em questão produzidas no período de 1998 a 2017. No âmbito curricular, discursos ligados à problemática de integração de conhecimentos e à formação cultural ampla, muitas vezes, valem-se da ideia de desenvolvimento do pensamento crítico e criativo ou criticidade e criatividade, em que se mostra na forma de objetivos, premissas ou justificativas, como se pode observar em práticas interdisciplinares, inclusive as da interface entre Arte e Matemática. Sendo assim, ocupamo-nos do seguinte problema: como as pesquisas realizadas em nível de Pós-Graduação no Brasil sobre a interface entre Arte e Matemática no contexto educacional se fundamentam no que se refere às bases teóricas assumidas em suas propostas didáticas para o ensino de Matemática? Utilizamos como perspectiva de análise questões curriculares de base crítica, em especial da Teoria Crítica e da Educação Matemática Crítica. Constatamos que todos os trabalhos que compõem essa revisão realizam a crítica do ensino de Matemática, no sentido de superação da perspectiva tradicional. Abstract In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: in regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective.

This article is part of the research regarding the doctoral thesis “Themes for the Mathematics Curriculum of High School” which aims to contribute to the discussion of the selection of themes to be inserted in the Curriculum. The objective of this article is to highlight the contributions of the theme Art, with the use of GeoGebra software, in the construction and /or revision of mathematical concepts related to Spatial Geometry. The methodology used was based on a qualitative approach, in which sought to understand the phenomena that occur in the context of the classroom, when you work with this thematic. An experiment was applied with 21 students from the 1st year of High School, in the municipality of Caxias do Sul. The analyzes of the collected data indicate that to develop activities with the theme Art together with computational resources, may potentiate the teaching and learning process of Mathematics, Providing the student to relate mathematical knowledge with others subjects. In this sense, it is considered important to seek/develop didactic activities related to themes that favor the process of teaching and learning Mathematics, allowing students to establish relationships between theory and practice. Este artículo é una sección de la investigación relacionada con la tesis doctoral “Temas para el plan de estudios de matemáticas de la escuela secundaria” que tiene como objetivo contribuir a la discusión de la selección de temas para insertar en el plan de estudios. El objetivo de este artículo es resaltar las contribuciones del tema de Arte, utilizando el software GeoGebra, en la construcción y/o revisión de conceptos matemáticos relacionados con la Geometría Espacial. La metodología utilizada se basó en un enfoque cualitativo, que buscaba compreender los fenómenos que ocurren en el contexto del aula, cuando se trabaja con este tema. Se aplicó un experimento con 21 estudiantes del primer año de secundaria, en la ciudad de Caxias do Sul. El análisis de los datos recopilados indican que desarrollar actividades con el tema Arte junto con recursos computacionales, puede mejorar el proceso de enseñanza y aprendizaje de las Matemáticas, proporcionar al estudiante que relacione el conocimiento matemático con otras disciplinas. En este sentido, se considera importante buscar/desarrollar actividades didácticas relacionadas con temas que favorezcan el proceso de enseñanza y aprendizaje de las matemáticas, permitiendo a los estudiantes establecer relaciones entre la teoría y la práctica. Este artigo é um recorte da pesquisa referente à tese de doutorado Temas para o Currículo de Matemática do Ensino Médio que visa contribuir para discussão da seleção de temáticas a serem inseridas no Currículo. O objetivo deste artigo é evidenciar as contribuições do tema Arte, com a utilização do software GeoGebra, na construção e/ou revisão de conceitos matemáticos relativos à Geometria Espacial. A metodologia utilizada baseou-se em uma abordagem qualitativa, na qual se buscou compreender os fenômenos que ocorrem no contexto de sala de aula, quando se trabalha com essa temática. Foi aplicado um experimento com 21 alunos do 1º ano do Ensino Médio, no município de Caxias do Sul. As análises dos dados coletados apontam que desenvolver atividades com o tema Arte juntamente com recursos computacionais, pode potencializar o processo de ensino e aprendizagem da Matemática, proporcionando ao aluno relacionar o conhecimento matemático com outros assuntos. Neste sentido, considera-se importante buscar/desenvolver atividades didáticas relacionadas a temas que favoreçam o processo de ensino e aprendizagem da Matemática, oportunizando aos estudantes estabelecerem relações entre a teoria e a prática.

We obtain a construction of a total spherical perspective with ruler, compass, and nail. This is a generalization of the spherical perspective of Barre and Flocon to a 360-degree field of view. Since the 1960s, several generalizations of this perspective have been proposed, but they were either works of a computational nature, inadequate for drawing with simple instruments, or lacked a general method for solving all vanishing points. We establish a general setup for anamorphosis and central perspective, define the total spherical perspective within this framework, study its topology, and show how to solve it with simple instruments. We consider its uses both in freehand drawing and in computer visualization, and its relation with the problem of reflection on a sphere. info:eu-repo/semantics/publishedVersion

Elliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning [1]. This is true for any subject, including mathematics. 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 non-Euclidean geometry which is now briefly addressed in the middle school mathematics curriculum in Portugal [2]. We believe that the learning and teaching of non-Euclidean geometry can be facilitated by taking the role of an artist and creating works of art, eventually inspired by renowned artists such as M.C. Escher. In this paper, we present some results of a professional development course for mathematics teachers where the participants studied basic non-Euclidean geometry concepts and created ceramic pieces using the Poincaré disk. The course took place in a Portuguese university, from January to March 2018, and involved 20 teachers of grades 1 to 12. The authors have developed a qualitative case study to evaluate how an artistic approach to the teaching of non-Euclidean geometry is perceived, by the mathematics teachers, as a contribution to the learning process. Overall, 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. Moreover, the artistic approach followed during the course helped the teachers develop their geometric competences concerning non-Euclidean geometry in a more solid appropriation and application of the geometric concepts involved. info:eu-repo/semantics/publishedVersion