Art and Mathematics in Education

Art and Mathematics in Education RICHARD HICKMAN and PETER HUCKSTEP We begin by asking a simple question: To what extent can art education be related to mathematics education? One reason for asking this is that there is, on the one hand, a significant body of claims that assert that mathematics is an art, and, on the other, work in art that has a mathematical basis. Obser- vations of these kinds are not trivial. They have significant implications for the teaching of these areas of the curriculum in at least two ways. First, there is the methodological issue of the extent to which we should teach mathematics and art separately, and second, the teleological question of why they appear in the curriculum at all. So the relationship between the nature of mathematics and art, perceived or real, bears down on questions of the individuation and the justification of these disciplines, or, in other words, upon pedagogy and purpose. Although in principle both the peda- gogy and the purpose of any discipline are distinct, there are important connections between them, as we shall draw out. As far as mathematics goes, it has been stressed that the purposes of even rudimentary aspects of mathematics such as counting http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Aesthetic Education University of Illinois Press

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Publisher
University of Illinois Press
Copyright
Copyright © 2003 Board of Trustees of the University of Illinois.
ISSN
1543-7809

Abstract

RICHARD HICKMAN and PETER HUCKSTEP We begin by asking a simple question: To what extent can art education be related to mathematics education? One reason for asking this is that there is, on the one hand, a significant body of claims that assert that mathematics is an art, and, on the other, work in art that has a mathematical basis. Obser- vations of these kinds are not trivial. They have significant implications for the teaching of these areas of the curriculum in at least two ways. First, there is the methodological issue of the extent to which we should teach mathematics and art separately, and second, the teleological question of why they appear in the curriculum at all. So the relationship between the nature of mathematics and art, perceived or real, bears down on questions of the individuation and the justification of these disciplines, or, in other words, upon pedagogy and purpose. Although in principle both the peda- gogy and the purpose of any discipline are distinct, there are important connections between them, as we shall draw out. As far as mathematics goes, it has been stressed that the purposes of even rudimentary aspects of mathematics such as counting

Journal

The Journal of Aesthetic EducationUniversity of Illinois Press

Published: Mar 24, 2003

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