Mathematics in the Informal Setting of an Art Studio: Students' Visuospatial Thinking Processes in a Studio Thinking-Based Environment

Autor/inn/en	Kus, Mehtap; Cakiroglu, Erdinc
Titel	Mathematics in the Informal Setting of an Art Studio: Students' Visuospatial Thinking Processes in a Studio Thinking-Based Environment
Quelle	In: Educational Studies in Mathematics, 110 (2022) 3, S.545-571 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kus, Mehtap) ORCID (Cakiroglu, Erdinc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10142-8
Schlagwörter	Mathematics Education; Art Activities; Grade 7; Visual Perception; Spatial Ability; Student Attitudes; Thinking Skills; Mathematics Skills; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Mathematische Bildung; Künstlerische Tätigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Schülerverhalten; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This study aimed to investigate seventh-grade students' visuospatial thinking processes in an art studio environment, where students were engaged with geometrically rich artworks. The students were asked to observe minimalist artworks, then create and critique their own and others' artworks based on the Studio Thinking Framework. Data were collected through interviews conducted with students, video recordings in the studio, and students' documents (sketches, artworks, and notes). The data were analyzed based on previous studies on spatial thinking and emergent data. The study's findings indicate that the Studio Thinking-based environment has the potential to elicit students' visuospatial thinking processes, mainly in recognizing shapes, decomposing and composing shapes, patterning, and transforming shapes rigidly and non-rigidly (scaling). The present study, which includes accounts of three studio works, suggests an emergent framework for the characterization of visuospatial thinking within a particular art-math-related environment. The findings of the study shed light on other studies on visual arts and mathematics education and on mathematical thinking and learning in informal learning settings. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01