Analysis of the art-mathematics conexion in elementary school textbooks

Abstract

In STEAM education textbooks remain a common resource in classroom. This article analyses the art-mathematics connection in Elementary Education textbooks through the artistic manifestations identified in them. A sample of 24 Mathematics and 24 Visual Arts textbooks was taken from four publishers. 101 artistic manifestations in Mathematics and 123 in Visual Arts were identified and classified in four categories: Architecture, Pictorial Works, Sculpture, and Mosaics. The instrument of analysis comprises four dimensions establishing the art-mathematics connection: Ornamental, Contextual, Conceptual, and Creative. The results revealed that in both Mathematics and Visual Arts textbooks the ornamental connection prevails over the others, followed by the contextual, conceptual, and finally the creative one. In general, the art-mathematics connection is richer in the Visual Arts textbooks than in the Mathematics ones, for the entire primary education stage. In conclusion, we identify the need to adapt textbooks to STEAM education, strengthening the conceptual and creative connections of, and from, both subjects.