Organizing Children and Youth Mathematical Art Exhibits and Interpreting MathArt-works through a Collaborative, Transdisciplinary Practice

This workshop will build upon a process developed by some of the authors for interpreting the mathematical and artistic knowledge demonstrated in MathArt-works created by children and youth. The participants will be separated into small groups and be given a MathArt-work to interpret. Each group will develop their own “Rhizomatic” representation of their interpretation which will be shared with the whole group during a “Gallery Walk” exhibition. Finally, all participants will discuss the creation of a network of practitioners interested in organizing children and youth mathematical art exhibits. peerReviewed

Learning Mathematical Concepts as a Whole-Body Experience

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

In this paper, we offer three examples from our research projects on both technological and pedagogical innovations to illustrate the impact of rapid technology changes on research. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). During the experiments, we encountered new challenges by the end of the research cycle due to updates in technologies. Although we had an idea of how to redesign the project for the next cycle based on the analyses of data, we noticed that we needed to not only redesign our approaches based on the research results but the changes in technologies were so rapid that materi…

Mathematics and Art Connections Expressed in Artworks by South African Students

In this chapter, we examine a collection of drawings, and paintings from South African students between the ages of 10 to 17, that provide fresh and original perceptions to some already known topics, but also several unexpected connections between mathematics and art. These works reference classic math-art connections such as: golden ratio, spirals, infinity, and geometric figures; they also contain several personal reflections, unique discoveries and references to ethnomathematical connections within the African cultural heritage. To introduce their pieces and themselves, students shared their own interpretations of their artworks. These commentaries make possible the identification of cog…