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History and Pedagogy of Mathematics connected by Artwork Lina Wu, PhD Borough of Manhattan Community College CUNY Lina Wu, PhD Borough.

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Presentation on theme: "History and Pedagogy of Mathematics connected by Artwork Lina Wu, PhD Borough of Manhattan Community College CUNY Lina Wu, PhD Borough."— Presentation transcript:

1 History and Pedagogy of Mathematics connected by Artwork Lina Wu, PhD Borough of Manhattan Community College CUNY Lina Wu, PhD Borough of Manhattan Community College CUNY

2 Mathematics-History-Artwork Math concepts such as numbers, symbols, shapes, and patterns can be found in artwork as visual interpretation. Math theorems and math ideas have been applied during the process of designing and constructing artwork. Math symbols, geometric shapes, and math skills have been used as a special tool to record historical artwork. Math concepts such as numbers, symbols, shapes, and patterns can be found in artwork as visual interpretation. Math theorems and math ideas have been applied during the process of designing and constructing artwork. Math symbols, geometric shapes, and math skills have been used as a special tool to record historical artwork.

3 Sacred Geometry (11 th -15 th Centuries)  Sacred Geometry is geometry of religious art.  Sacred Geometry is the geometry used in designing and constructing religious structures such as religious monuments, churches, temples.  Symbolic and sacred meanings are presented by certain geometric shapes.  Sacred Geometry is geometry of religious art.  Sacred Geometry is the geometry used in designing and constructing religious structures such as religious monuments, churches, temples.  Symbolic and sacred meanings are presented by certain geometric shapes.

4 Images of Sacred Geometry

5 Geometric Shapes circles, triangles, squares and polygons 3 Concentric Circles-past, present, future (time) Triangle-heaven, earth, man (3 dynamic actions) Square-north, south, east, west (4 directions)

6 Geometric Ratios & Logarithmic Spiral

7 Mathematics & Renaissance Art (14 th -17 th Centuries) In the Renaissance (the period in Europe between the 14 th and 17 th centuries), mathematics knowledge was found in the creation of Renaissance western art in sculpture, painting, architecture and other fields.

8 Golden Ratio & Sculpture

9 Mathematics &Renaissance Architecture

10 Mathematics & Chinese Style Art Chinese lucky numbers and symbols are an influence in the creation of Chinese style historical artwork. 9-Longevity 8-Prosperity 6-Success 3-Growth ( beginning, middle, and end) 4-Death Chinese lucky numbers and symbols are an influence in the creation of Chinese style historical artwork. 9-Longevity 8-Prosperity 6-Success 3-Growth ( beginning, middle, and end) 4-Death

11 Lucky Numbers 9,8,6,3 in Chinese Style Art

12 Pedagogy of Mathematics To Introduce the pedagogy that uses art as a pathway to facilitate math teaching and learning, especially in geometry curriculum To incorporate the visual skills into math skills as image-based learning To Introduce the pedagogy that uses art as a pathway to facilitate math teaching and learning, especially in geometry curriculum To incorporate the visual skills into math skills as image-based learning

13 Example of Geometry Curriculum Introduce geometric features from art pictures Illustrate geometric theory by using artwork as application Create pedagogy of mathematics from an art museum multiple-visit program Encourage student to explore geometry in life and create personal art design by applying geometric knowledge Introduce geometric features from art pictures Illustrate geometric theory by using artwork as application Create pedagogy of mathematics from an art museum multiple-visit program Encourage student to explore geometry in life and create personal art design by applying geometric knowledge

14 Expected Outcomes To enhance instructor’s efficiency in teaching by integrating visual literacy in math education. To enhance student’s math ability of comprehension, cognition, categorizing, critical thinking, and numerical information-analyzing by finding math knowledge in artwork. To overcome student’s math anxiety by developing aesthetics in math learning as relaxation technique To enhance instructor’s efficiency in teaching by integrating visual literacy in math education. To enhance student’s math ability of comprehension, cognition, categorizing, critical thinking, and numerical information-analyzing by finding math knowledge in artwork. To overcome student’s math anxiety by developing aesthetics in math learning as relaxation technique


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