Mathematics, Aesthetics and Being Human

Higginson, William

doi:10.1007/978-0-387-38145-9_7

Cited by 2 publications

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“…Immersing students in mathematics, in a deep way, is naturally a creative, imaginative experience that is artistic in nature. Mathematics is itself an artistic, aesthetic, and a fully human experience (Higginson, 2006;Sinclair, 2001;Sinclair, Pimm & Higginson, 2006).…”

Section: Artistic Mathematical Expressionmentioning

confidence: 99%

Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

Gadanidis

Hughes

Cordy

2011

Journal for the Education of the Gifted

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In this paper we report on a study of a short-term mathematics program for grade 7-8 gifted students that integrated open-ended mathematics tasks with the arts (poetry and drama) and with technology. The program was offered partially online and partially in a classroom setting. The study sought to investigate (a) students' perceptions of their school-based mathematics experience, (b) students' perceptions of the program we offered, and (c) students' mathematical thinking while engaged in the activities of our program. The study provides insights into the design of challenging mathematics experiences for gifted students, the integration of the arts with mathematics, and the use of technology in mathematics teaching and learning.Gifted students are characterized by their ability to give sustained attention to problem solving; by their propensity to question, experiment, and explore; by their inventive solution strategies; and by their ability to engage their imaginations to generate highly original ideas (Johnsen, 2004). Gifted students are motivated by choice (Gentry, Gable, & Springer, 2000) and prefer collaboration when tasks are sufficiently challenging (Diezmann & Watters, 2001). However, gifted students spend most of their time in regular classrooms with their

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Section: Artistic Mathematical Expressionmentioning

confidence: 99%

Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

Gadanidis

Hughes

Cordy

2011

Journal for the Education of the Gifted

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“…Higginson (2006) documents some of this in relation to mathematics. Additionally, several books can now be found on the aesthetics of science It Must be Beautiful: Great Equations of Modern Science(Farmelo, 2002), Beauty and the Beast: The Aesthetic Moment in Science(Fischer, 1999) and of computing, Aesthetic ComputingFishwick (2006).Aesthetics as a liberating force in mathematics education?…”

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confidence: 94%

Aesthetics as a liberating force in mathematics education?

Sinclair

2008

ZDM Mathematics Education

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This article investigates different meanings associated with contemporary scholarship on the aesthetic dimension of inquiry and experience, and uses them to suggest possibilities for challenging widely held beliefs about the elitist and/or frivolous nature of aesthetic concerns in mathematics education. By relating aesthetics to emerging areas of interest in mathematics education such as affect, embodiment and enculturation, as well as to issues of power and discourse, this article argues for aesthetic awareness as a liberating, and also connective force in mathematics education.

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Mathematics, Aesthetics and Being Human

Cited by 2 publications

References 0 publications

Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

Aesthetics as a liberating force in mathematics education?

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