%0 Journal Article 
%A Heredia Martínez, María del Carmen
%A Sánchez Colin, Ángel Enrique
%A Gaviño Martín, Mario
%T Visualization and art education through pattern blocks in the classroom of a secondary school

%D 2026
%U http://hdl.handle.net/10498/39308
%X This poster presents an educational innovation experience focused on visualization and art education, implemented in the classroom of a secondary school using pattern blocks as teaching material
(Riera, et al., 2015). The proposal is grounded in an interdisciplinary process that integrates mathematical and artistic contents (Gandfulfo & Lentinello, 2013) positioning the learning for transforming
figurative images to geometric and visual compositions. The experience was developed as a practical
workshop in which students, through a guided instruction progressively acquire the ability to understand and apply the concepts of “interpretation of figurative information” and “the visual thinking of
information”, which take place when transforming an existing image into another (Bishop, 1989). This
experience also states mathematical connections with some artistic aspects to reinforce geometric
reasoning and spatial sense (Sánchez, 2025). Visualization acts as a core methodological tool for
enhancing motivation and active participation, transforming the art classroom into a space for mathematical learning and artistic creation. D´Amore & Duval (2023) proposed three types of geometric and
pictorial visualization addressing the recognition of closed shapes and contours, the third dimension
and perspective, and the deconstruction of shapes and figures, respectively. For our purposes, we
focused the experience to the first type of visualization. The use of teaching materials supports the
understanding of abstract concepts, defining spatial sense as the ability to recognize, represent, and
transform geometric forms in the plane (Flores et al., 2015). Furthermore, the integration of artistic
references enables figurative interpretation to be approached as expressive resources rather than
solely mathematical constructs, in line with educational approaches that link art and mathematics.
The results show a positive student attitude toward interdisciplinary learning and an improvement in
the understanding of geometric interpretation, highlighting the potential of using pattern blocks as
educational innovation resources in Secondary Education.

%K Visualization
%K Art Education
%K Geometry
%K Educational Innovation
%K Visualización
%K Educación Artística
%K Geometría
%K Innovación educativa
%~ Universidad de Cádiz