Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course
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| Title: | Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course |
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| Language: | English |
| Authors: | Ernest, J. Brooke, Nemirovsky, Ricardo |
| Source: | PRIMUS. 2016 26(4):356-370. |
| Availability: | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL0816406 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Integrated Activities, Art Activities, Geometry, Geometric Concepts, Mathematics Activities, Student Attitudes, Student Experience, Undergraduate Students, Student Centered Curriculum, Inquiry, Attitude Change, Relevance (Education), Video Technology, Teaching Methods |
| DOI: | 10.1080/10511970.2015.1123784 |
| ISSN: | 1051-1970 |
| Abstract: | Common arguments for integrating the arts into mathematics courses include the arts fostering student creativity, improving academic achievement, and encouraging transfer between subjects. Research supporting these arguments is limited and carries layered complexities--such as what constitutes creativity and transfer, and whether they can be measured. As such, bolstering the case in favor of arts integration calls for additional perspectives. In this report, we present three such arguments we have identified through analyzing students' video and written reflections, as well as individual interviews, regarding their experiences creating artistic pieces in an undergraduate geometry course. In particular, through creating mathematically inspired art pieces, students were able to: (i) blend mathematics with a broad range of life experiences; (ii) encounter situations that fostered mathematical inquiry; and (iii) change some of their attitudes towards art. |
| Abstractor: | As Provided |
| Number of References: | 11 |
| Entry Date: | 2016 |
| Accession Number: | EJ1100914 |
| Database: | ERIC |
| Abstract: | Common arguments for integrating the arts into mathematics courses include the arts fostering student creativity, improving academic achievement, and encouraging transfer between subjects. Research supporting these arguments is limited and carries layered complexities--such as what constitutes creativity and transfer, and whether they can be measured. As such, bolstering the case in favor of arts integration calls for additional perspectives. In this report, we present three such arguments we have identified through analyzing students' video and written reflections, as well as individual interviews, regarding their experiences creating artistic pieces in an undergraduate geometry course. In particular, through creating mathematically inspired art pieces, students were able to: (i) blend mathematics with a broad range of life experiences; (ii) encounter situations that fostered mathematical inquiry; and (iii) change some of their attitudes towards art. |
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| ISSN: | 1051-1970 |
| DOI: | 10.1080/10511970.2015.1123784 |
