This study is a program development and application study to foster creativity and positive attitudes toward mathematics through tiling and mathematics. In school math, fourth graders in elementary school engage in regular pattern-making activities by pushing, flipping, and rotating flat shapes, and first graders in middle school cover interior angles of regular polygons. Practical Mathematics (2015 Curriculum), and Mathematics and Culture (2022 Curriculum), which are elective high school subjects, include tessellation activities. Tiling, also called tessellation, is commonly encountered in everyday life, such as in famous buildings like the Alhambra, as well as in home entrances, bathrooms, verandas, and squares. The works of artist Escher, who elevated such tiling into art, are widely known. Tiling is a convergence class subject which connects art and mathematics, and is a topic sufficient to stimulate students' curiosity and foster creativity. Recently there was a discovery of ‘aperiodic monotile’. Based on this discovery we raised following two questions: “We are planning to tile an infinitely wide bathroom floor. Are there tile shapes that can only tile the floor aperiodically?” and “We are planning to tile an infinitely wide bathroom floor. Is there a single tile shape that can only tile the floor aperiodically, when we only allow to use rotated versions and reflected versions of the tile?” Centered on these two questions, we developed a convergence education program and held a 10-session class for high school students. As a result, it was possible to see the possibility of increasing students' creativity and improving their positive attitude toward mathematics.
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