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首页> 外文会议>International Technology, Education and Development Conference >(775) USING AN ARTISTIC APPROACH TO THE TEACHING OF NONEUCLIDEAN GEOMETRY IN A PROFESSIONAL DEVELOPMENT COURSE FOR MATHEMATICS TEACHERS
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(775) USING AN ARTISTIC APPROACH TO THE TEACHING OF NONEUCLIDEAN GEOMETRY IN A PROFESSIONAL DEVELOPMENT COURSE FOR MATHEMATICS TEACHERS

机译：（775）在数学教师的专业开发课程中使用艺术方法来教学中的非克利内几何

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Elliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning [1]. This is true for any subject, including mathematics. Geometry related topics make a perfect setting for a deeper contribution of art to education and allow for a complete symbiosis between the teaching of mathematics and an artistic education. One such topic is the study of non-Euclidean geometry which is now briefly addressed in the middle school mathematics curriculum in Portugal [2]. We believe that the learning and teaching of non-Euclidean geometry can be facilitated by taking the role of an artist and creating works of art, eventually inspired by renowned artists such as M.C. Escher. In this paper, we present some results of a professional development course for mathematics teachers where the participants studied basic non-Euclidean geometry concepts and created ceramic pieces using the Poincare disk. The course took place in a Portuguese university, from January to March 2018, and involved 20 teachers of grades 1 to 12. The authors have developed a qualitative case study to evaluate how an artistic approach to the teaching of non-Euclidean geometry is perceived, by the mathematics teachers, as a contribution to the learning process. Overall, the activities developed have proved to be successful examples of interdisciplinary methodologies that bring into the teaching of mathematics usual procedures in the teaching of the arts. Moreover, the artistic approach followed during the course helped the teachers develop their geometric competences concerning non-Euclidean geometry in a more solid appropriation and application of the geometric concepts involved.
机译：埃利奥特·埃斯纳（1933年至2014年），在艺术教育的先驱，认为艺术的教育方法，可以提高其质量，并导致新的愿景教学[1]。这对于任何科目，包括数学是真实的。几何相关主题做艺术的教育更深的贡献完美的环境，并允许数学教学和艺术教育之间的完整共生。其中一个问题是，现在简要非欧几何的研究在中学数学课程解决在葡萄牙[2]。我们认为，非欧几里得几何的学习和教学可以采取一个艺术家的角色和创造艺术作品来促进，最终由著名艺术家，如M.C.启发埃舍尔。在本文中，我们提出了一个数学教师专业的发展历程的一些结果，其中参加研究使用庞加莱盘基本非欧几何的概念，创造了陶瓷片。该课程发生在葡萄牙的大学，从一月到三月2018，以及涉及20名教师等级1到12的作者已经开发出一种定性的个案研究，以评估非欧几里得几何的教学艺术的方法是如何理解，由数学教师，作为学习过程中的贡献。总体而言，开发活动已被证明是跨学科的方法成功的例子是带入的数学一贯的程序进行教学的艺术教学。此外，艺术手法在遵循课程帮助教师发展他们的有关非欧几里德几何几何能力在所涉及的几何概念更加坚实的拨款和应用。

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