Da Arte à Matemática… da Matemática à Arte: uma experiência no Ensino Português

Abstract

The struggling on identifying strategies and factors that could help to improve the teaching/learning process, regarding the existence of multiple realities, is a subject much discussed in literature. Finding new ways of answer challenges which we came across, is the main reason why this study has been made. The primary goal is centred in applying a Geometry curriculum including many different learning situations based in vocational training. The students were between 16 and 19 years old. Making use of Art is analysed as a potential method to improve Mathematics teaching. Being Escher’s work an element of undiscussable richness with highlights to “Exploration Tessellations”, an investigation has been made to show how some Escher’s works could be a starting point to the introduction of mathematical concepts/contents. It was noticed in a further case that using Art could lead not just to the student’s effective cooperation in the teaching/learning process, as could be a very strong acquisition and way to apply new solid mathematical concepts.