Abstract
This article discusses a review of the relationship between art and mathematics in Spanish secondary school mathematics textbooks. The art-mathematics connection identified in the textbooks was analyzed under six dimensions: (1) art for ornamental purposes; (2) art in calculation and measurement; (3) art to master concepts; (4) art to use technological resources in mathematics; (5) mathematical analysis of art; and (6) creating art with mathematics. Dimensions 1, 2 and 3 clearly prevailed over dimensions 4, 5 and 6, which called for more active participation and analytical reflection. Most of the activities attempted to illustrate the mathematics-art connection with real-world examples, but rarely entailed verifying a hypothesis or assumption nor did they encourage critical thinking for analyzing and creating art with mathematical or technological tools
Highlights
Art and mathematics, two expressions of human creativity, share many distinctive traits, such as the friction between creation and technique, intuition and rigour, certainty and uncertainty
Art for ornamental purposes; (2) art as a context for calculation and measurement; (3) art as a context for mastering concepts; (4) art as a context for using technological resources in mathematics; (5) mathematical analysis of works of art; and (6) art created with mathematics
This study analyzed the relationship between art and mathematics in the Spanish education system and in textbooks for secondary school students aged 12 to 16
Summary
Two expressions of human creativity, share many distinctive traits, such as the friction between creation and technique, intuition and rigour, certainty and uncertainty. Artistic creation prevails over mathematics, being considered little more than a tool to generate forms and constructions. It often supplies geometric concepts and procedures, which, given their properties, are technically useful. The artistic creations in which mathematics is used are closely related to mathematical notions and properties. Whilst a mathematical notion may on occasion give rise to something that could be regarded as an artistic creation, that outcome is no more than a consequence of the mathematical notion [6, 9]
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