| Gao Lihua
China, Guangdong Shenzhen Bi Bo’s distinguished Teaching Studio Member of Curriculum Development and Primary School Mathematics Research, master’s student Institute of Pedagogy and Psychology of Education Moscow City University scientific advisor: Glizburg V. I. e-mail: 1761126893@qq.com |
ГАО ЛИХУА
Китай, Гуандун Шэньчжэнь, член отдела разработки учебных программ и исследований по математике в начальной школе в учебной студии Би Бо, магистрант Институт педагогики и психологии образования ГАОУ ВО г.Москвы «Московский городской педагогический университет» Научный руководитель: Глизбург В. И. e—mail: 1761126893@qq.com |
СЛИЯНИЕ МАТЕМАТИКИ И ИСКУССТВА В СОВЕРШЕНСТВОВАНИИ
МАТЕМАТИЧЕСКОГО МЫШЛЕНИЯ УЧАЩИХСЯ
The 21st century places increasing demands on the ability of mathematics. Mathematics and art are two different disciplines, but they are closely related. The article considers the possibilities of combining of mathematical thinking and art in teaching of elementary mathematical concepts. Some methods of developing of in mathematical thinking are presented.
XXI век предъявляет все более высокие требования к формированию, развитию и реализации математических способностей учащихся. Математика и искусство — две разные области, но они тесно связаны. В статье рассматриваются возможности сочетания математики искусства и при обучении элементарным математическим понятиям с целью совершенствования математического мышления детей. Представлены некоторые методы развития математического мышления.
Introduction.
In classroom teaching, some parents or students give feedback that learning mathematics is too difficult. The teaching methods taught by teachers make students uncomfortable, and the abstraction of mathematics cannot be understood by students. Teachers may have strong expertise, but students only learn programmatically and cannot understand the conceptual connections between quantity, shape, space, or pattern, in order to better enhance students’ mathematical learning abilities, mathematics and art are combined. The assumption of this article is that art can be integrated into mathematics teaching. To prove this hypothesis, I have read and compared literature related to the topic. I also observed the students and collected data from the math classes I taught.
Methods. Combining mathematical concepts with artistic elements through hands-on activities and practical participation, providing a multidimensional learning experience, can stimulate creativity, imagination, and critical thinking, and promote the improvement of mathematical thinking.
Research results. Research has shown that only by integrating disciplines can children learn mathematics with confidence and enthusiasm. Children can not only have a deeper understanding of mathematical concepts, but also cultivate their creativity.
- Creating problem scenarios and cultivating students’ thinking abilities.
Mathematics classroom teaching is the process of constantly posing and solving problems, and problems are the heart of mathematics. Therefore, whether in the entire process of mathematics teaching or at a certain stage of the teaching process, the creation of mathematical problem scenarios should be highly valued. In the creation of situations, it is necessary to create situations that are related to social practice and meet the cognitive level of students. The new knowledge to be learned should be appropriately introduced from life, guiding students to doubt and increase their interest in learning mathematics, effectively activating their thinking, and stimulating their desire for knowledge.[1]
- Creating collaborative exploration problems and cultivating students’ mathematical thinking abilities.
In an effective mathematics teaching process, students should not be limited to simply receiving knowledge, nor should they rely solely on imitation and memory. Instead, they should be encouraged to actively observe, speculate, reason, explore, and communicate, by forming their own understanding of mathematical knowledge. This requires teachers to carefully design some classroom exploratory activities, guide and encourage students to engage in exploratory learning, teach students to think and communicate, and cultivate their mathematical thinking abilities.[2]
- Conduct multiple solutions to one problem to cultivate students’ mathematical thinking ability.
In the process of mathematics teaching, I believe that some problem teachers should fully explore their internal factors, use all useful conditions, compare and associate, use various methods to solve problems, broaden problem-solving ideas, and summarize problem-solving rules. This is very effective in cultivating students’ breadth, flexibility, agility, and other aspects of mathematical thinking.
- Clever brushstrokes create flowers, depicting mathematics.
The nature of elementary school students is to love to think and draw. They seem to have a natural fondness for graffiti, and the status of art in children’s hearts is imaginable. We, teachers need to seize the innate nature of children and apply it to mathematics teaching.[3]
In lower grade teaching, it is common to fill in certain parts with a certain color. For example, painting all rectangles in a group of shapes red and all triangles yellow… When teaching scores, children will be asked to paint the given scores on rectangles or circles. Children unconsciously absorb and master knowledge in their favorite graffiti. This is also true in mathematics teaching in higher grades. Therefore, I did not assign any other homework after class, so I asked students to use tools such as compasses to draw patterns related to circles. They can refer to the patterns in the textbook and also use their imagination to draw. In fact, drawing these patterns is not an effortless task, and it must be carefully observed and studied in order to accurately draw them. The practice of combining mathematical knowledge with art in this way not only motivates students, but also enables them to master the knowledge.
- Benefits of Integrating Math into Art Activities.
Enhanced Creativity. Combining the disciplines of maths and art fosters creative thinking in children, empowering them to approach problem-solving with a diverse and dynamic mindset. By integrating these two fields, children gain valuable skills that can enhance their cognitive abilities and nurture their artistic expression. Moreover, this interdisciplinary approach lays the foundation for a well-rounded education, preparing them for success in an increasingly interconnected world. So, encourage your children to explore the synergy between math and art, as it can unlock new realms of imagination, ingenuity, and intellectual growth.[1]
Improved Critical Thinking. Engaging in art activities that incorporate mathematical concepts is known to promote critical thinking skills, enabling children to analyze, evaluate, and establish connections between various ideas. This process not only enhances cognitive capabilities but also fosters creativity and problem-solving abilities in young minds. By bridging the gap between art and math, children can develop a holistic understanding of both subjects, which will serve them well in their academic and professional journeys. Additionally, these activities encourage curiosity and innovation, providing a strong foundation for lifelong learning. Overall, leveraging the synergy between art and math through engaging activities is a powerful educational tool that can help shape well-rounded individuals equipped with the skills needed to thrive in an ever-evolving world.[4]
Holistic Learning. Integrating mathematics into art forms a comprehensive learning experience, showcasing the intrinsic connections between various subjects instead of considering them in isolation. By merging these disciplines, students gain a deeper understanding of both art and math, unlocking new possibilities for creativity and problem-solving. This interdisciplinary approach fosters a well-rounded education, cultivating critical thinking skills and nurturing a broader appreciation for the interplay between different fields of knowledge. Moreover, this integration encourages students to view mathematical concepts as integral components of art, fueling innovation and expanding the boundaries of artistic expression. In essence, combining math and art offers a rich and multifaceted educational journey that not only enhances students’ understanding of these subjects but also promotes holistic learning and the development of versatile individuals equipped to thrive in a rapidly evolving world.
The results discussion. Mathematics and Fine Arts: it seemed to us that completely different and dissimilar subjects in the school curriculum, first — analytical, exact science, second — emotional, creative. The originality of geometry, which distinguishes it from other branches of mathematics, and indeed from all areas of science, lies in the inseparable, organic connection of a vivid imagination with strict logic.
Increased Engagement. Hands-on activities that combine mathematical concepts with artistic elements have the remarkable ability to captivate children’s interest. This dynamic approach to learning not only enhances their understanding but also fosters an enjoyable and engaging educational experience. By integrating math and art, children are encouraged to explore, create, and discover, igniting their curiosity and inspiring a lifelong love for both disciplines. These activities provide invaluable opportunities for young learners to develop crucial problem-solving skills, logical thinking, and spatial reasoning.[2]
Conclusion. Practice has shown that in mathematics teaching, the integration of math and art offers a multidimensional learning experience that stimulates creativity, imagination, and critical thinking. Ultimately, this fusion of disciplines empowers children to approach math with confidence and enthusiasm, as they appreciate the inherent beauty and interconnectedness of these fields.
References
- Alagic, Mara. “Preservice Elementary Teachers: Creative Thinking, Pedagogy and MathArt Projects.” (2014). 317-320.
- Brezovnik, A. (2017). The Benefits of Fine Art Integration into Mathematics in Primary School. Center for Educational Policy Studies Journal, 5(3), 11-32. https://doi.org/10.26529/cepsj.125
- Глизбург В.И. Развитие математической одарённости в условиях дистанционного обучения. Acta Biomedica Scientifica. 2022. 7(1). С. 147-153. https://doi.org/10.29413/ABS.2022-7.1.17(Glizburg V.I. Development of mathematical giftedness in the conditions of distance learning. Acta Biomedica Scientifica. 2022. 7(1). 147-153. (In Russ.) https://doi.org/10.29413/ABS.2022-7.1.17)
- Glizburg V. I., Gao Lihua.THE INTEGRATION OF MATHEMATICS AND ART IN PRIMARY The integration of mathematics and art in primary school. Известия института педагогики и психологии образования. Московский городской педагогический университет (Москва). 2023, №4, С. 45-57.
- Phillips, P., & Bickley-Green, C. (1998). Integrating art and mathematics. Principal, 77(4), 46-49.
http://izvestia-ippo.ru/gao-lihua-combining-of-mathematics-and-art-to-improve-students-mathematical-thinking-sliyanie-matematiki/