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Geometry in art and design.

Teachers College, Columbia University.

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Geometry in art and design.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Geometry in art and design./
作者:	Marino, Rafael.
面頁冊數:	344 p.
附註:	Adviser: Bruce Vogeli.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3327062
ISBN:	9780549791911

Geometry in art and design.
Marino, Rafael.

Geometry in art and design. - 344 p.

Adviser: Bruce Vogeli.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

This study examines the development of curricular material on geometry specifically written for art and design college students. As background to the study the investigator examined existing material that could be used to teach geometry to college students. The material was developed following the pedagogical stages explained by the van Hieles: from visualization and simple concepts to more analytical and rigorous levels of abstraction. The study tried to determine the extent to which teaching this material to students of fashion design and related majors could change their knowledge of the subject as well as change their beliefs and attitudes toward mathematics. To determine this effect a particular portion of the curriculum material was chosen: the chapter on plane tessellations. The complete material was used in the teaching of a one-semester geometry course.

ISBN: 9780549791911Subjects--Topical Terms:

1018432
Education, Art.

Geometry in art and design.
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020 $a 9780549791911
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040 $a UMI $c UMI
100 1 $a Marino, Rafael. $3 1022813
245 1 0 $a Geometry in art and design.
300 $a 344 p.
500 $a Adviser: Bruce Vogeli.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3079.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a This study examines the development of curricular material on geometry specifically written for art and design college students. As background to the study the investigator examined existing material that could be used to teach geometry to college students. The material was developed following the pedagogical stages explained by the van Hieles: from visualization and simple concepts to more analytical and rigorous levels of abstraction. The study tried to determine the extent to which teaching this material to students of fashion design and related majors could change their knowledge of the subject as well as change their beliefs and attitudes toward mathematics. To determine this effect a particular portion of the curriculum material was chosen: the chapter on plane tessellations. The complete material was used in the teaching of a one-semester geometry course.
520 $a Tessellations was selected for evaluation because it was both new to the students and centrally located within the semester-long course. Tessellations (tilings) is a topic of interest to art and design students because it helps to develop their sense of space and it broadens their capacity to understand how mathematics is connected to their world. Technology was extensively used in the teaching of the course because it facilitates understanding and helps students to create and analyze their own tessellations.
520 $a To measure the change in knowledge a pre-test and a post-test were designed. The pre-test was given at the beginning of the course and the post-test after having completed the material on plane tessellations. To measure the changes in beliefs a pre-test and a post test were also designed based on four of the Fennema and Sherman beliefs scales that were selected.
520 $a The students also were asked to find specific examples of uses of geometry, and in particular, of the notion of tessellations, by professionals in art and design and by themselves in their own school projects. The students found some very interesting examples of art and provided the investigator with comments and suggestions for improving the material on tessellations used in the course.
520 $a The study concluded that tessellations are of interest to fashion design students, that they can use them in their work. As expected, the students showed improved knowledge in the post-test. The study found small and statistically insignificant correlations between beliefs and attitudes about mathematics and knowledge gained during the course. Other studies have found similar conclusions.
590 $a School code: 0055.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Mathematics. $3 1017588
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 69-08A.
790 $a 0055
790 1 0 $a Vogeli, Bruce, $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3327062