| dc.contributor.author | Diego Mantecón, José Manuel | es_ES |
| dc.contributor.author | Blanco, Teresa F. | es_ES |
| dc.contributor.author | Búa Ares, José Benito | es_ES |
| dc.contributor.author | González Sequeiros, Pablo | es_ES |
| dc.contributor.other | Universidad de Cantabria | es_ES |
| dc.date.accessioned | 2019-06-06T09:30:19Z | |
| dc.date.available | 2019-06-06T09:30:19Z | |
| dc.date.issued | 2019-04 | es_ES |
| dc.identifier.issn | 1751-3472 | es_ES |
| dc.identifier.issn | 1751-3480 | es_ES |
| dc.identifier.other | EDU2017-84979-R | es_ES |
| dc.identifier.uri | http://hdl.handle.net/10902/16318 | |
| dc.description.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. | es_ES |
| dc.description.sponsorship | This project has received funding from the Government of Spain
under the research project EDU2017-84979-R. | es_ES |
| dc.format.extent | 23 p. | es_ES |
| dc.language.iso | eng | es_ES |
| dc.publisher | Abingdon: Taylor & Francis | es_ES |
| dc.rights | © Taylor & Francis This is a preprint of an article published by Taylor & Francis in Journal of mathematics and the arts on 2019 , available online: https://doi.org/10.1080/17513472.2018.1552068 | es_ES |
| dc.source | Journal of Mathematics and the Arts, Vol. 13, Iss. 1-2, Pp. 25-47 (2019) | es_ES |
| dc.title | Is the relationship between art and mathematics addressed thoroughly in Spanish secondary school textbooks? | es_ES |
| dc.type | info:eu-repo/semantics/article | es_ES |
| dc.relation.publisherVersion | https://doi.org/10.1080/17513472.2018.1552068 | es_ES |
| dc.identifier.DOI | 10.1080/17513472.2018.1552068 | es_ES |
| dc.type.version | submittedVersion | es_ES |
