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Ngày xuất bản: 12/04/2023
Ngày xuất bản Online: 12/04/2023
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DOI: https://doi.org/10.52714/dthu.12.3.2023.1046
Số xuất bản
Tập 12 Số 3 (2023): Chuyên san Khoa học Xã hội và Nhân văn (Tiếng Anh)
Chuyên mục
Khoa học Xã hội và Nhân văn (Tiếng Anh)
Trích dẫn bài báo
Pham, D. L. (2023). Examples of using mathematics to create artistic products for elementary students. Tạp chí Khoa học Đại học Đồng Tháp, 12(3), 56-64. https://doi.org/10.52714/dthu.12.3.2023.1046

Examples of using mathematics to create artistic products for elementary students

Pham Dieu Linh1,
1 University of Education, University of Hue, Vietnam

Nội dung chính của bài viết

Tóm tắt

Art has generally been associated with aesthetics, emotion, and senses. On the contrary, mathematics has been associated with logic, precision, and truth. It is necessary to understand that throughout history, the two disciplines have been more united than many might consider. Various characteristics believed to be antagonistic have proved to be more convergent than divergent. Both disciplines use patterns, shapes, lines, fractions, and proportions, etc. These concepts are extremely important to both artists and mathematicians. Furthermore, art is now part of the disciplines in education regarding science, technology, engineering, art, and mathematics (STEAM). Mathematical concepts are explicitly and implicitly used to create visual works. Many masterpecies can be seen to be made up of repeating sequences of simple geometric shapes, lines such as M.C. Escher, Wassily, Kandinsky, Paul Klee, and Dalí. This article offers some products that can involve the knowledge of mathematics to create some simple art products suitable for elementary students' knowledge and skills to help broaden their thinking, increase creativity, and form certain abilities.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Từ khóa

Art, combine, education, mathematics, STEAM.

Tài liệu tham khảo

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