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Ramos, F.R. (2016). A Arte de Escher e a Matemática: Uma Experiência de Ensino.

F. R. Ramos,  "A Arte de Escher e a Matemática: Uma Experiência de Ensino",, 2016

@null{ramos2016_1716073475532,
	year = "2016",
	url = "https://ciencia.iscte-iul.pt/publications/a-arte-de-escher-e-a-matematica-uma-experiencia-de-ensino/33481?lang=en"
}

TY  - GEN
TI  - A Arte de Escher e a Matemática: Uma Experiência de Ensino
AU  - Ramos, F.R.
PY  - 2016
DO  - 10.13140/RG.2.2.16581.58084
UR  - https://ciencia.iscte-iul.pt/publications/a-arte-de-escher-e-a-matematica-uma-experiencia-de-ensino/33481?lang=en
AB  - The difficulty to identify factors and strategies that might contribute to a significant improve in the teaching/learning process, given the existent multiple realities, literature states that different teaching methodologies may produce distinct results in the students learning process.
Circumstances such as facing the school as a nonstandard reality, and, in which the teaching/learning process should, up to a certain mode, consider the ‘social level’, are aspects commonly highlighted in the literature in order to define the strategies whose maximum goal is a solid and consistent ‘mathematical instruction’. In fact, it was the search of valuable alternatives to answer the encountered challenges that gave raise to this investigation for which the central goal resulted in the application of a Geometry curriculum able to include different learning situations for a vocational education process. In a student’s group of a Curso de Educação e Formação - de Artesão Pintor de Azulejo (Education and Training in Artisan Tile Painter), the appeal of Art was a methodology considered in the Mathematics teaching. 
Thus, being Escher’s work an undoubted inspiring and enriching element in what concerns the connections between Art and Mathematics, a special focus concerning Plan Exploration, searching how some of Escher’s works may be a starting point to the presentation of mathematical concepts (particularly Geometry) and, in a posterior moment effectively endorse and evaluate its real apprehension by using them and insert them in artistic production. 
Based on a methodology ‘Action Research’, being the (participant) observation and data collection established in a class lecture context, the developed research allowed to conclude that Art may induce, not only an effective involvement of the students in the education/learning process, but also the acquisition and solid application of the mathematical concepts, identifying and using Mathematics in real situations. Still, by the specificity of some of the developed activities with the students, apart from avoiding uninterested situations and student’s dropout, this project has contributed to the development of transversal competences as autonomy, self-esteem and the promotion of a citizen education.
ER  -