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Relevant bibliographies by topics / Mathematics and visual arts

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Academic literature on the topic 'Mathematics and visual arts'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Mathematics and visual arts"

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Jarvis, Daniel. "Math Roots: Mathematics and Visual Arts: Exploring the Golden Ratio." Mathematics Teaching in the Middle School 12, no. 8 (2007): 467–73. http://dx.doi.org/10.5951/mtms.12.8.0467.

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Mathematics and visual arts have long shared aspects of both form and function. One such ancient connection is found in the golden ratio. This article introduces the reader to this unique mathematical phenomenon in three separate contexts: (1) historical, (2) mathematical, and (3) pedagogical. A brief history of this fascinating number, various teaching strategies, and a project for middle school mathematics students will be explored. A list of resources is given for further study.

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Portaankorva-Koivisto, Päivi, and Mirka Havinga. "Integrative phenomena in visual arts and mathematics." Journal of Mathematics and the Arts 13, no. 1-2 (2019): 4–24. http://dx.doi.org/10.1080/17513472.2018.1504269.

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Schoevers, Eveline M., Paul P. M. Leseman, and Evelyn H. Kroesbergen. "Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts." International Journal of Science and Mathematics Education 18, no. 8 (2019): 1613–34. http://dx.doi.org/10.1007/s10763-019-10018-z.

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AbstractThis study evaluates the effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students’ ability in geometry and visual arts in the upper grades of elementary school. The program consisted of a lesson series for fourth, fifth, and sixth grade students in which geometry and visual arts were integrated, alongside with a professional development program for teachers. A quasi-experimental study was conducted in which three groups of teachers and their classes were investigated. One group of teachers taught the lesson series and followed a professional development program (n = 36), one group of teachers only taught the lesson series (n = 36), and a comparison group taught a series of traditional geometry lessons from mathematical textbooks (n = 43). A geometrical ability, creativity, and vocabulary test and a visual arts assignment were used in a pre- and post-measurements to test the effects of the MACE program. Results showed that students who received the MACE lesson series improved more than students who received regular geometry lessons only in geometrical aspects perceived in a visual artwork. Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative thinking, all students improved, but no differences between the groups were found, which implies that on these aspects the MACE program was as effective as the comparison group that received a more traditional form of geometry education.

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Emmer, Michele. "Art and Visual Mathematics." Leonardo 27, no. 3 (1994): 237. http://dx.doi.org/10.2307/1576060.

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Shannon, Anthony G., and Seamus A. Power. "Natural Mathematics, the Fibonacci Numbers and Aesthetics in Art." JOURNAL OF ADVANCES IN MATHEMATICS 17 (October 28, 2019): 248–54. http://dx.doi.org/10.24297/jam.v17i0.8479.

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The Mathematics of beauty and beauty in mathematics are important ingredients in learning in the liberal arts. The Fibonacci numbers play an important and useful role in this. This paper seeks to present and illustrate a grounding of visual aesthetics in natural mathematical principles, centered upon the Fibonacci numbers. The specific natural mathematical principles investigated are the Fibonacci numbers, the Fibonacci Spiral, and the Cosmic Bud.

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Fremiot, Marcel. "Music, Visual Arts and Mathematical Concepts." Leonardo 27, no. 3 (1994): 253. http://dx.doi.org/10.2307/1576063.

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Winsor, Phil. "Complexity in the experimental audio/visual arts." Chaos, Solitons & Fractals 20, no. 1 (2004): 45–53. http://dx.doi.org/10.1016/s0960-0779(03)00426-0.

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Salazar Sutil, Nicolas. "Performance/mathematics: a dramatisation of mathematical methods." International Journal of Performance Arts and Digital Media 10, no. 2 (2014): 143–58. http://dx.doi.org/10.1080/14794713.2014.946283.

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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.

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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.

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Lalli, Laura Tedeschini. "Mathematical Machines: A Laboratory for Mathematics." Nexus Network Journal 11, no. 2 (2009): 317–24. http://dx.doi.org/10.1007/s00004-009-0095-4.

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Dissertations / Theses on the topic "Mathematics and visual arts"

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Edwards, Jesse R. "'Marveilous newtrality'/'strange participation' : mathematics and the colonial attitude in seventeenth-century England." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360605.

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Louie, Kym. "Flatterland: The Play." Scholarship @ Claremont, 2012. https://scholarship.claremont.edu/hmc_theses/27.

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This script is an adaptation of the popular science novel Flatterland: Like Flatland, Only More So by Ian Stewart. It brings new life to mathematical ideas and topics. By bringing math to the stage, concepts are presented in a more friendly and accessible manner. This play is intended to generate new interest in and expose new topics to an audience of nonmathematicians.

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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.

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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.

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Semmer, Simone. "Ensino de geometrias não-euclidianas usando arte e matemática." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/1312.

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Acompanha: O ensino de arte e matemática: abordagens geométricas (material didático)<br>A presente dissertação teve como objetivo da introduzir conceitos básicos de geometrias não-euclidianas em aulas de Matemática do Ensino Médio, usando Arte e Matemática. Para tanto, utilizou-se de abordagem triangular, fundamentada por Barbosa e de registros de representações semióticas, baseados nos estudos de Duval. O estudo envolveu estudantes de 2as séries do Ensino Médio de um colégio público estadual do município de Rio Negro (PR). A pesquisa aplicada constou de duas etapas. Num primeiro momento, analisou-se pêssankas à procura de conceitos matemáticos empregados em sua composição e verificou-se a utilização, instintivamente, pelos artesãos, de conceitos como simetria, proporção, polígonos, elipses, biláteros, retas e pontos. Na segunda etapa abordou-se o ensino de geometrias não-euclidianas no Ensino Médio, usando Arte e Matemática. Do ponto de vista metodológico a abordagem foi qualitativa, de natureza interpretativa, com observação participante. Os dados foram recolhidos a partir da aplicação de sequências de atividades envolvendo anamorfose, geometria espacial e projetiva e, da aplicação de oficina investigativa, envolvendo geometrias plana, espacial, elíptica e projetiva. As atividades desenvolvidas com os alunos envolveram materiais manipuláveis, recursos tecnológicos, análise de imagem, contexto histórico e fazer artístico. Os resultados mostram a validade do trabalho docente com metodologia interdisciplinar, tornando as aulas de Matemática motivadoras e desafiantes. Como produto final, apresenta-se um manual pedagógico que tem por finalidade fornecer aos professores de Matemática e de Arte, interessados no assunto, informações sobre conexões entre Arte e Matemática que se fazem presentes no ensino de noções de geometrias não-euclidianas.<br>The present dissertation had as objective to introduce basic concepts of non-euclidian geometries in Mathematics classes of the Medium Teaching using Art and Mathematics. Therefore, it was used the triangular approach, supported by Barbosa and of registrations of semiotic representations, based in the Duval studies. The study involved students of second grades of High School in a public school from Rio Negro (PR). The applied research consisted of two stages. In a first moment, pysanky was analyzed mathematical concepts used in its composition and the use was verified instinctively, by the artisans, of concepts as symmetry, proportion, polygons, ellipses, biláteros, straight line and points. In the second stage the teaching of geometries was approached non-euclidian in the Medium Teaching, using Art and Mathematics. The methodological point of view the approach was qualitative, of interpretative nature, with participant observation. The data were picked up starting from the application of sequences of activities involving anamorphosis, space geometry and projective and, of the application of investigative shop involving plane, space, elliptic and projective geometries. The activities developed with the students involved materials that there manipulated, technological resources, image analysis, historical context and how to produce artistic activities. The results showed the validity of the educational work with interdisciplinary methodology, making the Math lessons motivating and challenging. As the final product, It presents a pedagogical manual that has for purpose to provide teachers of Mathematics and Art, interested in the subject, information connections between Art and Mathematics that are present in the teaching notions of non-euclidian geometries.

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Matos, Joana Isabel Gaudêncio. "Simetria: na interface entre a arte e a matemática: de que forma as aprendizagens sobre novas culturas, poderão contribuir para o desenvolvimento do conceito de simetria?" Master's thesis, Escola Superior de Educação, Instituto Politécnico de Setúbal, 2011. http://hdl.handle.net/10400.26/5893.

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Mestrado em Ensino de Educação Visual e Tecnológica no Ensino Básico<br>Este estudo aborda a problemática da transversalidade do conceito de simetria nas áreas disciplinares da Matemática e da Educação Visual no 3º ciclo do Ensino Básico e visa compreender se a exploração da arte e de novas culturas possibilita o desenvolvimento do conceito de simetria por parte dos alunos, de uma forma mais dinâmica. Utilizando como metodologia a Investigação-Acção, pretende-se perceber de que forma a exploração de novas culturas e a abordagem da sua arte, poderão contribuir para o desenvolvimento do conceito de simetria dos alunos. Neste sentido procura-se; i) Identificar e perceber se os alunos já tinham adquirido o conceito de simetria; ii) Compreender como os alunos desenvolvem os conhecimentos sobre simetria; iii) Compreender se os alunos aplicam correctamente esses conceitos; iv) Identificar o conceito de simetria no final da intervenção. A fase de intervenção orientou-se pelos seguintes objectivos: i) Identificar características da arte de diferentes povos e culturas (Arte Islâmica); ii) Contribuir para a compreensão do conceito de simetria; iii) Contribuir para que os alunos sejam capazes de identificar estes conceitos nos objectos artísticos da Arte Islâmica; iv) Contribuir para que os alunos consigam aplicar o conceito de simetria, numa produção plástica própria. Pretende-se com este estudo, contribuir para o enriquecimento das práticas lectivas das disciplinas de Educação Visual e de Matemática, recorrendo à arte como recurso de transmissão, descoberta e caminho para novas aprendizagens.<br>This study is based on the transversally issue of the symmetry concept in areas of the 3rd cycle like Maths and Visual Education. It aims at understanding whether art’s exploration and new cultures allow the development of symmetry, in a more dynamic way as far as students are concerned. Using as methodology the investigation-action and it is aimed at realising to what extent the exploration of new cultures and the approach of its art would contribute for the development of students’ symmetry concept. Thus, I try to : i) identify and understand if pupils had already achieved the symmetry concept; ii) realise how pupils develop their knowledge on symmetry; iii) realise how correctly pupils direct this knowledge; iiii) identify the symmetry concept in the end of the application. The application phase was based on the following goals: i) identifying characteristics from different peoples and cultures forms of art; ii) Contributing for the knowledge on the symmetry concept; iii) contributing in such a way that the pupils would be able to identify these concepts in Islamic Art objects; iv) contributing in such a way that pupils would apply the symmetry concept in a plastic work by themselves. Through this study, I intend to contribute for the enrichment of teaching methods and approaches in areas such as Visual Education and Maths in order to help teachers, improve their skills having art as the basis of the transmission of new knowledge.

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Tanyeri, Gozde. "A visual arts center." Thesis, Virginia Polytechnic Institute and State University, 1996. http://hdl.handle.net/10919/53428.

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The thesis idea of "A Visual Arts Center" for the Nation's Capital came to life based on my desire to visual arts and artists, exhibition and working, under the same roof, and mainly to solve the problem of appreciation and ignorance towards arts. What I have observed was that Washington, D.C. is the Capital of the superpower Nation, the Capital of the U.S. government, the Capital of politics. "...In science, I found everything was very clear. Art? Art was always art appreciation, or reading poetry or looking at paintings to appreciate them and so on, but not making paintings, making poetry, making architecture. Art is still on the margin. It is not really absorbed or integrated into the whole. This goes away only by a deep educational system starting from the nursery on through the whole system." Walter Gropius, On Science and Art. The Visual Arts Center, in my vision, is a center where making, seeing, learning and touching become as one cultural activity. Appreciation of the arts literally lies at the back of learning more about the materials, ideas, styles and making things. One can only understand himself and his abilities through making things.<br>Master of Architecture

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Ingram, Robin. "The visual arts plant." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/52053.

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The Art Department at Virginia Polytechnic Institute and State University is based in the leased space of the Armory and in the basement of Owens Hall. The Art Department also holds classes in as many as four other buildings on campus. My proposal is to consolidate the Art Department’s activities into one formal building. I call this building The Visual Arts Plant. The Visual Arts Plant contains the rooms, equipment, machinery, tools, instruments, and fixtures necessary to facilitate and promote a visual arts education. This thesis is a documentation of my ideas for The Visual Arts Plants.<br>Master of Architecture

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Yu, Ka-wah Janet, and 余嘉華. "Visual arts warehouses, Yau Tong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31986237.

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Yu, Ka-wah Janet. "Visual arts warehouses, Yau Tong." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947825.

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Randall, Randy C. "The reformation and the visual arts." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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Books on the topic "Mathematics and visual arts"

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1957-, Susholtz Lynn, ed. Object Lessons: Teaching Math Through the Visual Arts, K-5. Stenhouse Publishers, 2011.

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Dennis, Ervin A. Practical problems in mathematics for graphic communications. 2nd ed. Delmar Publishers, 1998.

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Richard, Wright. Some philosophical aspects of the use of mathematics and computers in the visual arts. Middlesex Polytechnic, 1988.

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Kalajdzievski, Sasho. Math and art: An introduction to visual mathematics. CRC Press, 2008.

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C, Cooper Stephen, ed. Visual mechanics: Beams & stress states. PWS Pub. Co., 1998.

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Hysenbegas, Arion. Matematika në artet figurative. Botues "Klean", 2003.

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Nairne, Sandy. Visual arts. National Arts and Media Strategy Unit, 1991.

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Visual arts. National Education Association, 1989.

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Sharp, Nicholas. Visual arts contracts. AN Publications, 1996.

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Wolff, Hennie. Visual arts handbook. 3rd ed. Visual Arts Ontario, 1991.

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Book chapters on the topic "Mathematics and visual arts"

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Ostwald, Michael J., and Michael J. Dawes. "Isovists: Spatio-Visual Mathematics in Architecture." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70658-0_5-1.

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Ostwald, Michael J., and Michael J. Dawes. "Isovists: Spatio-Visual Mathematics in Architecture." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70658-0_5-2.

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Ostwald, Michael J., and Michael J. Dawes. "Isovists: Spatio-Visual Mathematics in Architecture." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-70658-0_5-3.

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Dawes, Michael J., and Michael J. Ostwald. "Isovists: Spatio-visual Mathematics in Architecture." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-57072-3_5.

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Idà, Monica, and Cécile Ellia. "Visual Impact and Mathematical Learning." In Applications of Mathematics in Models, Artificial Neural Networks and Arts. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8581-8_23.

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Itzá-Ortiz, Benjamín A., Roberto López-Hernández, and Pedro Miramontes. "A Visual Overview of Coprime Numbers." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-70658-0_139-1.

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Itzá-Ortiz, Benjamín A., Roberto López-Hernández, and Pedro Miramontes. "A Visual Overview of Coprime Numbers." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-57072-3_139.

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Klaus, Stephan. "Cutting, Gluing, Squeezing, and Twisting: Visual Design of Real Algebraic Surfaces." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-57072-3_118.

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Klaus, Stephan. "Cutting, Gluing, Squeezing, and Twisting: Visual Design of Real Algebraic Surfaces." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-70658-0_118-1.

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Klaus, Stephan. "Cutting, Gluing, Squeezing, and Twisting: Visual Design of Real Algebraic Surfaces." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-70658-0_118-2.

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Conference papers on the topic "Mathematics and visual arts"

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De Miguel, Laura. "El Museo Virtual ESIT como recurso para la enseñanza-aprendizaje en áreas de diseño y tecnología." In IV Congreso Internacional de Investigación en Artes Visuales. ANIAV 2019. Imagen [N] Visible. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/aniav.2019.9000.

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El proyecto Museo Virtual ESIT es un proyecto de innovación educativa, a través del cual se genera un espacio arquitectónico virtual e interactivo, que emula las distintas salas de un museo o galería de arte, donde exponer las soluciones producidas por la actividad formativa desarrolla en el área de Diseño de ESIT (Escuela Superior de Ingeniería y Tecnología) de UNIR (Universidad Internacional de la Rioja). El Museo Virtual ESIT, es producto de un proyecto de investigación ocupado de ofrecer metodologías docentes bajo la perspectiva STEAM en enseñanza universitaria online. Pero, ¿qué significan las siglas STEAM? La Comisión Europea, en su programa marco 2014-2020, dedica más de 13 millones de euros a subvencionar iniciativas que se dediquen a aumentar el atractivo de la educación científica y de las carreras científicas e impulsar el interés de los jóvenes en STEM, acrónimo en inglés que aglutina cuatro materias de orden académico: Science, Tecnology, Engineering y Mathematics. Pero en los últimos años se ha observado un ligero matiz diferenciador entre las acciones STEM del inicio de implantación de este modelo y las que se desarrollan actualmente. Los expertos en la materia, creen que estos cambios se deben a la inclusión en el ámbito educativo del fomento del pensamiento creativo y el trabajo práctico más basado en actividades competenciales. Así, cuando se conjugan habilidades artístico-creativas con el modelo STEM se ponen en valor soluciones en las que la innovación, el desarrollo de la imaginación y el pensamiento divergente, hacen que se produzca la incorporación en este modelo de la materia Arts, transformando su nombre de STEM a STEAM. La plataforma elegida para el desarrollo del Museo es Unity, una plataforma de representación de escenas tridimensionales interactivas, ampliamente usada en entornos profesionales de desarrollo de videojuegos, entre otros.

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Navarro, Juan F. "Fabricación de (sin)sentido." In III Congreso Internacional de Investigación en Artes Visuales :: ANIAV 2017 :: GLOCAL. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/aniav.2017.4970.

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FABRICATION OF (NON)SENSE es un proyecto artístico que trata de cuestionar los sistemas discursivos sobre los que se construyen la Ciencia y el Arte, mediante la fabricación de un resultado científico `falso’ con apariencia de veracidad y su posterior difusión en el ámbito científico internacional: ha sido presentado en la 2nd International Conference on Mathematics and Computers in Sciences and Industry, celebrada en Malta en agosto de 2015, y publicado en el Journal of Advances in Applied Mathematics (Vol. 1, No. 3, pp. 160-174) en 2016. La aportación, titulada A Symbolic Algorithm for the Computation of Periodic Orbits in Non-Linear Differential Systems, presenta un método para el cálculo de órbitas periódicas en sistemas diferenciales no lineales, empleando para ello una adaptación del método de Poincaré-Lindstedt. Como proyecto artístico, ha sido seleccionado en la convocatoria `Arte en la Casa Bardín’ del Instituto Juan Gil-Albert.Esta comunicación al III Congreso Internacional de Investigación en Artes Visuales analiza, en primer lugar, las partes en las que se ha estructurado el proyecto. En segundo lugar, establece los diferentes niveles de lectura de la pieza, como cuestionamiento de los sistemas de la Ciencia y el Arte y, finalmente, como una reducción al absurdo. Por último, articula una serie de conexiones con otras piezas, estudios y movimientos adscritos al ámbito del arte contemporáneo.http://dx.doi.org/10.4995/ANIAV.2017.4970

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Shepherd, Phil. "3D Visual Thinking." In Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.48.

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Trickett, Terry. "Visual Music." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.53.

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Julie, Watkins. "Creating Affective Visual Music." In Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.70.

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Asliana, Sridewi. "Historical Representation Into the Visual Art Language." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.037.

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Strezoski, Gjorgji, Lucas Fijen, Jonathan Mitnik, et al. "TindART: A Personal Visual Arts Recommender." In MM '20: The 28th ACM International Conference on Multimedia. ACM, 2020. http://dx.doi.org/10.1145/3394171.3414445.

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Tramonti, Michela. "MATHEMATICS AND SCIENCE STUDY THROUGH THE ARTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0518.

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Reinhuber, Elke E. "VENOMENON – A multi-layered visual experience." In Electronic Visualisation and the Arts. BCS Learning & Development, 2016. http://dx.doi.org/10.14236/ewic/eva2016.29.

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Bowen, Jonathan P., and Tula Giannini. "Galois Connections: Mathematics, Art, and Archives." In Electronic Visualisation and the Arts (EVA 2015). BCS Learning & Development, 2015. http://dx.doi.org/10.14236/ewic/eva2015.18.

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Reports on the topic "Mathematics and visual arts"

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Schonfeld, Roger. The Visual Resources Environment at Liberal Arts Colleges. NITLE, 2015. http://dx.doi.org/10.18665/sr.22338.

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Poggio, Tomaso, and Stephen Smale. Hierarchical Kernel Machines: The Mathematics of Learning Inspired by Visual Cortex. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada580529.

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Burchill, Antoinette, Mark Banks, Christina Williams, Elizabeth Hawley-Lingham, and Stefano De Sabbata. It Takes a Region to Raise an Artist: Understanding the East Midlands’ Visual Arts Economy. University of Leicester, 2019. http://dx.doi.org/10.29311/2019.06.

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Mackin Freeman, Daniel. An Investigation of the Impact of High School Student Fine Arts Course Accumulation on Mathematics Course Achievement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6917.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7932.

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Abstract:

Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

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Report on Grouped Peer Review of Scholarly Journals in Humanities II: Visual and Performing Arts. Academy of Science of South Africa (ASSAf), 2018. http://dx.doi.org/10.17159/assaf.2018/0028.

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