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Geometry Through Art: An Approach to Informal Geometry
|dc.description.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.|
|dc.format.extent||i, 36 pages|
|dc.publisher||University of Hawaii at Manoa|
|dc.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.|
|dc.title||Geometry Through Art: An Approach to Informal Geometry|
|Appears in Collections:||
Honors Projects for Education|
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