Design interdisciplinar entre Matemática e Artes Visuais

Contributos para a Promoção de Aprendizagens de Alunos de 1.º Ciclo

Abstract

This article presents a teaching experiment of interdisciplinary design carried out with three primary school classes, integrating Visual Arts and Maths, with the aim of identifying the emerging disciplinary and transdisciplinary learning and the most relevant aspects of the experiment's design that contributed to this learning. The methodology adopted is based on a didactic engineering model. Data was collected through photographic, audio and video recordings and direct observation in two 2nd and one 3rd year class. The data analysis focuses on disciplinary and transdisciplinary learning resulting from the students' moments of artistic and mathematical creation, analysis and enjoyment. The results show learning about rectangular arrangements that make sense of operations and visual sequences in maths. They emphasise the appreciation of artistic techniques and creation, as well as critical reflection on art as learning in Visual Arts. They also emphasise transdisciplinary learning such as critical, creative and aesthetic thinking. As far as the design of the experience is concerned, we emphasise the selection of works that have the potential to explore knowledge and skills in both maths and the visual arts; the presence of moments that include the enjoyment, analysis and creation of artistic objects with mathematical potential; and interaction between students.