AROUND CAMPUS
Combining Math and Art for Mathematical Fluency and Comprehension
Music ’ s connection with math is apparent : beat , tempo , chord progressions , time signatures , all involve mathematical elements . Furthermore , music and math are both universal languages that break barriers among and between cultures .
But what of math and art ? If these two spheres are related , can that relationship be leveraged to further comprehension and deepen thinking in students ?
Art is about shape and line , contour , and shading . It turns out that this is exactly what algebraic functions and equations can produce : works of art . Using the Desmos graphing calculator our boys are able to produce artworks that not only act as a check to their mathematical knowledge , but also result in deeper understanding of underlying mathematical concepts .
In seventh and eighth grade algebra classes at Saint David ’ s , boys learn how to graph straight lines ( linear equations ) and parabolas ( quadratic equations ). Boys input their formulas and the program draws the resultant straight or curved line . The use of inequalities causes the graphs to produce shading . With the right combination of formulae and functions ( and some snazzy special functions that create movement / animation ), the boys can create images . It all begins with boats at sea . Math teachers first share their own formula-driven creations , such as a scene of a boat on water , and charge the boys with emulating it .
But it doesn ’ t end there . Once the boys have re-created the basic picture , they are encouraged to make the picture their own by adding animation , such as a setting or rising sun , or a bird taking flight . In essence , the challenge becomes hands-on , “ game-based teaching ,” an approach demonstrated by research to be highly effective and motivating for boys .
“ The creative freedom to add different elements drives the boys ’ engagement and pushes learning forward ,” says Upper School Math Teacher Mark Doocey . The process also allows the boys to make the abstract more concrete . The boys progress to creating an image of their own design and of increasing complexity : a violin , airplane , smiling face . Along the way , the boys often teach themselves geometry concepts far beyond the curriculum and help each other solve design problems using their math skills , making this a collaborative endeavor in which the boys teach one another .
“ Throughout our program , Saint David ’ s boys utilize technology not as an end unto itself , but as a tool to deepen their creativity , critical thinking , logical thinking , and problem-solving skills ,” said Dr . O ’ Halloran . Desmos is but one example of this educational philosophy in action . And - for a school that holds the arts and academics as two grounding pillars - it is a powerful one .
Winter 2024 • 33