RT conference output
T1 Visualization and art education through pattern blocks in the classroom of a secondary school
T2 Visualización y enseñanzas artísticas mediante pattern blocks en el aula de una escuela de educación secundaria
A1 Heredia Martínez, María del Carmen
A1 Sánchez Colin, Ángel Enrique
A1 Gaviño Martín, Mario
A2 Didáctica de la Educación FísicaPlástica y Musical
K1 Visualization
K1 Art Education
K1 Geometry
K1 Educational Innovation
K1 Visualización
K1 Educación Artística
K1 Geometría
K1 Innovación educativa
AB 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 transformingfigurative images to geometric and visual compositions. The experience was developed as a practicalworkshop 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 ofinformation”, which take place when transforming an existing image into another (Bishop, 1989). Thisexperience also states mathematical connections with some artistic aspects to reinforce geometricreasoning and spatial sense (Sánchez, 2025). Visualization acts as a core methodological tool forenhancing 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 andpictorial visualization addressing the recognition of closed shapes and contours, the third dimensionand perspective, and the deconstruction of shapes and figures, respectively. For our purposes, wefocused the experience to the first type of visualization. The use of teaching materials supports theunderstanding of abstract concepts, defining spatial sense as the ability to recognize, represent, andtransform geometric forms in the plane (Flores et al., 2015). Furthermore, the integration of artisticreferences enables figurative interpretation to be approached as expressive resources rather thansolely 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 inthe understanding of geometric interpretation, highlighting the potential of using pattern blocks aseducational innovation resources in Secondary Education.
PB Musicoguia
SN 978-84-129937-0-7
YR 2026
FD 2026-04
LK http://hdl.handle.net/10498/39308
UL http://hdl.handle.net/10498/39308
LA eng
NO Capítulo de actas de congreso. Se realizó un póster.
DS Repositorio Institucional de la Universidad de Cádiz
RD 10-may-2026