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Pursuing Beauty and Precision in Islamic Geometric Art

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Bibliographic Details
Title: Pursuing Beauty and Precision in Islamic Geometric Art
Language: English
Authors: Anna Dailey, Meghan Riling
Source: Mathematics Teacher: Learning and Teaching PK-12. 2025 118(2):133-139.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Descriptors: Aesthetics, Art, Islamic Culture, Geometry, Mathematical Concepts, Integrated Curriculum, Secondary School Mathematics, Creativity, Student Empowerment, Accuracy
DOI: 10.5951/MTLT.2024.0112
ISSN: 0025-5769
2330-0582
Abstract: Mathematics teachers have been documented as thinking of precision as a black-and-white issue that should be judged based on external expectations (Otten et al., 2019), suggesting that matters of precision align primarily with approaches to mathematics instruction that prioritize accuracy and speed. How can teachers who also value creativity and individual empowerment support students in attending to precision in a way that feels personally meaningful? In this article, the authors explain one teacher's approach to making precision more student-centered in a series of lessons that integrated two topics that formed a novel, rich landscape for considering precision: geometric constructions and Islamic geometric art. Incorporating an art form was an avenue for heightening the visual aspect of the lessons and opened the potential for new kinds of learning and teaching that might not be considered in a mathematics-only context.
Abstractor: ERIC
Entry Date: 2025
Accession Number: EJ1463377
Database: ERIC
FullText Text:
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  Data: Pursuing Beauty and Precision in Islamic Geometric Art
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  Data: <searchLink fieldCode="AR" term="%22Anna+Dailey%22">Anna Dailey</searchLink><br /><searchLink fieldCode="AR" term="%22Meghan+Riling%22">Meghan Riling</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher%3A+Learning+and+Teaching+PK-12%22"><i>Mathematics Teacher: Learning and Teaching PK-12</i></searchLink>. 2025 118(2):133-139.
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  Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
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  Data: Mathematics teachers have been documented as thinking of precision as a black-and-white issue that should be judged based on external expectations (Otten et al., 2019), suggesting that matters of precision align primarily with approaches to mathematics instruction that prioritize accuracy and speed. How can teachers who also value creativity and individual empowerment support students in attending to precision in a way that feels personally meaningful? In this article, the authors explain one teacher's approach to making precision more student-centered in a series of lessons that integrated two topics that formed a novel, rich landscape for considering precision: geometric constructions and Islamic geometric art. Incorporating an art form was an avenue for heightening the visual aspect of the lessons and opened the potential for new kinds of learning and teaching that might not be considered in a mathematics-only context.
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      – SubjectFull: Art
        Type: general
      – SubjectFull: Islamic Culture
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      – SubjectFull: Geometry
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      – TitleFull: Pursuing Beauty and Precision in Islamic Geometric Art
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