ERIC ED414219: A Creative Concept in Teaching Math to Art Students: Make-a-Problem.

10 Pages·1994·0.25 MB·English

by  ERIC

DOCUMENT RESUME
SO 027 775
ED 414 219
Biller, Jerry
AUTHOR
A Creative Concept in Teaching Math to Art Students:
TITLE
Make-a-Problem.
1994-00-00
PUB DATE
9p.; Paper presented at the Annual National Conference on
NOTE
Liberal Arts and Education of Artists (8th, New York, NY,
October 12-15, 1994).
Speeches/Meeting
Guides - Classroom
Teacher (052)
PUB TYPE
Papers (150)
MF01/PC01 Plus Postage.
EDRS PRICE
*Art Education; *Creativity; Elementary Secondary Education;
DESCRIPTORS
Instructional Materials; *Interdisciplinary Approach;
*Mathematics Anxiety; *Mathematics Instruction
ABSTRACT
This paper describes the "Make-A-Problem" activity through
which students can reframe their attitudes toward mathematics by putting art
into the mathematics class. "Make-A-Problem" contains three sections:
(1)
problem--the student creates a problem dealing with a specific concept
(2) picture--an artistic interpretation of the
assigned by the instructor;
problem/concept is included in this area; and (3) solution--the problem
formulated by the student is solved. Drawing the picture allows the students
to put the concept into perspective (a schema) and results in increased
comprehension. This approach allows for the lessening of mathematics anxiety
and increased learning on the part of the students.
(EH)
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1
STUDENTS:
TEACHING MATH TO ART
A CREATIVE CONCEPT IN
Make-A-Problem
Jerry Biller
Ring ling School of Art and Design
Sarasota, Florida
Tell me and I forget.
Show me and I remember.
Involve me and I understand.
Confucius
involve
which offer the student an opportunity to
environments
Learning
Make-A-Problem,
solving activities such as the
themselves in unique problem
their learning
of ownership and control in
allow them to obtain a sense
design mathematical
the freedom to individually
process. Accentuating
validates the
their respective backgrounds
representations through focus on
experiences
knowledge. The student reviews past
importance of their prior
skills
combined with the right-brained
through "mathematical eyes" which are now
of an artist.
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maker of patterns
A mathematician is a
.
.
the
His patterns, like the paintei's or
the ideas, like the
poet's, must be beautiful;
fit together in a
colors or the words, must
Beauty is the final test.
harmonious way.
the world for
There is no permanent place in
ugly mathematics.
G. H. Hardy
which to change a students state
Make-A-Problem is an activity through
into their math class.
attitude toward math by putting art
of mind and reframe their
provide
It is the instructor's "role to
challenged.
Students learn best when they are
learning" (U.S.
motivate mathematical
stimulating problems and environment to
lectured, telling and
1993). In the past, educators
Department of Education,
student in the learning process.
problems. Few involved the
showing how to work
of instruction in
longer be the operative form
"Teaching as telling" can no
provided for
multiple opportunities must be
mathematics classrooms. Instead,
The role of an educator in
mathematics (Merseth, 1993).
students to engage with
and educate the student.
constantly to challenge, motivate,
the '90s and beyond is
of a math concept
constructing a personal interpretation
The process involved in
Einstein said, "The
reference is a critical skill. As
through application of artistic
solution, which may be
often more essential than its
formulation of a problem is
experimental
merely a matter of mathematical or
3
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the "right answer." The
conditioned to focus
Traditionally, students have been
on
throughout the years have had a
techniques and tools developed
assessment
Today, conservation
focus on the problem solving process.
continual narrowing of
tools which
the development of assessment
of time and materials has promoted
point. Questions
right answer should not be an end
need only be bubbled in. The
stimulated.
through which other thought processes are
should serve as the medium
mathematics learning, we need
Council stated, "To reform
The California Math
make sense of complex
that measure student's ability to
assessment instruments
hypotheses, to work with poorly defined
situations, to formulate and refine
define and state
than one solution, and to
problems or problems with more
Educational
Department of Education, 1989). The
problems" (Californii's State
education as that
of American
Policies Commission defined the central purpose
The common
strengthens all other educational purposes.
"which runs through and
1981). The
development of the ability to think" (Shane,
thread of education - is the
and
Make-A-Problem address the need of extending
techniques used in
strengthening mathematical content and concepts.
student
1) PROBLEfvf - the
Make-A-Problem (Figure 1) contains three sections:
that is assigned by the
problem that deals with the specific concept
must make up a
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problem/concept is
artistic interpretation of the
instructor, 2) PICTURE - an
student formulated
SOLUTION - the problem that the
included in this area, and 3)
problems in their
this form is solved. The student uses
in the first section of
Drawing the picture
their own structured problems.
textbook as examples to make
(schema) and
into their own perspective
allows the student to put the concept
"Students who construct their own
results in inceased comprehension.
their mathematical potential" (U.S.
mathematical understanding transform
clusters
learners learn, they store knowledge in
Department of Education). "As
depends on prior
schemata, so that all learning
and organize these clusters into
everyday life and
need to relate their learning to
knowledge" (Merseth). Students
need reasoning
their respective careers. They
understand how it can be used in
and business affairs.
knowledge to handle their personal
abilities along with factual
created by the
and the classroom environment
The structure of curriculum
for the
the needs of the student. It is not uncommon
instructor should encompass
mathematical tasks. The
high anxiety when involved in
art student to experience
for these
fails to establish a comfort zone
traditional mathematics classroom
intuitively
Judith Katz describes them as
students. In a study of art students,
they like short term
colleges. She notes that
different from those at liberal arts
creativity and imagination.
assignments that allow
independent projects and enjoy
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this
assignments, Make-A-Problem targets
By bringing art into mathematics
reduce
element of comfort. This in turn serves to
learning style and adds the
at the
through the questionnaires that students receive
anxiety. This is confirmed
(100%) of the
(Figure 2). One hundred percent
beginning and end of each course
after
change in attitude toward mathematics
comments reflect a positive
completion of the course.
the opportunity for improving the learning
The year 2000 will bring with it
Of primary concern are the classroom environment
experiences of all students.
that
provide the student with opportunities
and curriculum structure. Both must
and living (Shane). Courses that
the relationship between learning
expose them to
far a student must include the necessary
fall outside the realm of natural interest
Make-A-Problem
that interest into coursework, just as
steps to incorporate
need to leave the classroom
math assignments. Art students
integrates art into the
and better understanding of mathematics.
with a positive attitude, open mind,
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Make-A-Problem form.
Figure Example 1.
MAKE-A-PROBLEM
NAME.
CHAPTER/SECTION
DATE,
MAJOR,
COURSE,
TOPIC,
PROBLEM
PICTURE
SOLUTION
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Make-A-Problem Questionnaire.
Figure Example 2.
Name,
Make-A-Problem
Date,
QUESTIONNAIRE
Course,
toward math?
experience anxiety
1. Do you
reduce
Make-A-Problem activity
2. Does the
toward math?
anxiety you have
any
activity increase
Make-A-Problem
3. Does the
topics covered?
understanding of the
your
Comments:
8
References
AmemantAltienatlittizalathemalica.
California Math Council (1989).
of Education.
California State Department
California: Sacramento
They Learn
Know and How Will
Do Art Students Need to
Katz, J. (1988). What
44-57.
Styles. ArtsidAcademe. L
It? Interest and Learning
&
Brandt, R.S., Arrendondo, D.E.,
GJ., Pickering, DJ.,
Marzano, R.J., Blackburn,
McRel Institute.
Dinicusign&QflAaming. Missouri:
Moffett, CA. (1992).
Essay About Mathematics
Old Is The Shepherd?: An
Merseth, K. (1993). How
548-554.
Indiana: Phi Delta Kappan 24(7),
Education. Bloomington,
and Learning
Transforming Ideas far Tea
Office of Research (1993).
California: U.S. Department
number 065-00-0560-3).
Mathautigs (GPO stock
of Education.
Millennium. Indiana:
(1981). Educating for a New
Shane, H, & Tabler, B.
Education Foundation.
of the Phi Delta Kappan
Diamond Jubilee Publication
Florida: Idea Factory,
icathingfmCancattuALChangcModel.
Stepan, J. (1994).
Inc.
Answers. Science and
Wanted: More Questions Fewer
Yager, R. (1987).
Child=
4,22-
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