Preservice Elementary Teachers' Exploration of Ratio by Creating Mondrian Art

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Approaches and Perspectives Surrounding Arts Learning

Abstract

This research study empirically inspected mathematical learning opportunities that employed the participating preservice teachers’ (n=75) original visual arts creation process. The results from this study provided empirical evidence of the educational viability for employing the creation of original Mondrian-style artwork as a context for generating authentic mathematics inquiry opportunities. This study shown that when number and visual arts were presented simultaneously, the participants were found to sometimes critically ignore the visual-spatial information and only focus on the numeric information, which seemed to dampen adaptive reasoning and thus reduce the amount of successful mathematics.

Authors

• Song An, The University of Texas - El Paso

• So Jung Kim, The University of Texas - El Paso

• Josefina V. Tinajero, The University of Texas - El Paso

• Daniel Tillman, The University of Texas - El Paso