Mathematics in the informal setting of an art studio: students' visuospatial thinking processes in a studio thinking-based environment

Date

2022-03-01

Author

KUŞ, MEHTAP
Çakıroğlu, Erdinç

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This study aimed to investigate seventh-grade students' visuospatial thinking processes in an art studio environment, where students were engaged with geometrically rich artworks. The students were asked to observe minimalist artworks, then create and critique their own and others' artworks based on the Studio Thinking Framework. Data were collected through interviews conducted with students, video recordings in the studio, and students' documents (sketches, artworks, and notes). The data were analyzed based on previous studies on spatial thinking and emergent data. The study's findings indicate that the Studio Thinking-based environment has the potential to elicit students' visuospatial thinking processes, mainly in recognizing shapes, decomposing and composing shapes, patterning, and transforming shapes rigidly and non-rigidly (scaling). The present study, which includes accounts of three studio works, suggests an emergent framework for the characterization of visuospatial thinking within a particular art-math-related environment. The findings of the study shed light on other studies on visual arts and mathematics education and on mathematical thinking and learning in informal learning settings.

Subject Keywords

Visual arts and mathematics, Visuospatial thinking, Studio thinking, Learning through arts, Informal mathematics education, SPATIAL THINKING, MENTAL ROTATION, CHILDRENS, GEOMETRY

URI

https://hdl.handle.net/11511/97123

Journal

EDUCATIONAL STUDIES IN MATHEMATICS

DOI

https://doi.org/10.1007/s10649-022-10142-8

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. KUŞ and E. Çakıroğlu, “Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment,” EDUCATIONAL STUDIES IN MATHEMATICS, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/97123.