Please use this identifier to cite or link to this item:
Geometry Through Art: An Approach to Informal Geometry
|Title:||Geometry Through Art: An Approach to Informal Geometry|
|Issue Date:||15 Jan 2014|
|Publisher:||University of Hawaii at Manoa|
|Abstract:||Is a square a mathematical concept or is it art? When a square is described in a painting, is it only art or is it also mathematics; a square drawn to illustrate a proof, is it exclusively mathematics or is it also art? It must be considered both. "There are no cornerstones that mark off the domain of mathematics from the domain of music and poetry and architecture and the fine arts in general, save those imaginary ones which ignorance or indolence have sought to erect.”1 Geometry has become a part of the elementary school mathematics curriculum. It is relatively new at these lower levels of education. Educators must not let it become what arithmetic is, a producer of children that can add columns of figures and, by boring rote do pages and pages of drill work. A computer can perform the same operations, but more accurately. Geometry should be kept exciting, involve the children and be fun. Children enjoy art, therefore why not use art to teach geometry, for art and geometry, in many cases, cannot be separated. There lies a realm of art and mathematics that can be classed as either, thus in essence, must be both.|
|Pages/Duration:||i, 36 pages|
|Rights:||All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Honors Projects for Education|
Please contact email@example.com if you need this content in an alternative format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.