Mathematics and outdoor photography experience – exploration of an approach to mathematical education, based on the theory of Dewey’s aesthetics

  • Antje Meier Volda University College
  • Markku S. Hannula University of Helsinki http://orcid.org/0000-0003-4979-7711
  • Miika Toivanen University of Helsinki
Keywords: teacher education, aesthetics, mathematics, visual attention, photography

Abstract

Based on Dewey’s theory of art, aesthetics, and experiences and photographer Barnbaums’ writing about expanded perception through photography, we conducted a one-day experimental mathematics education unit. Using photography in outdoor conditions had a positive impact on teacher students’ perception of the use of photography for teaching mathematics. To study the changes in students’ visual attention deeper, we used gaze-tracking to analyse one student’s visual attention when walking outdoors after the activity. The gaze data indicated that more visual attention was given to objects he had photographed or discussed during the group activity in comparison to other objects.

Author Biography

Markku S. Hannula, University of Helsinki

Professor for Mathematics Education; Faculty of Educational Sciences

Published
2018-09-17
How to Cite
Meier, A., Hannula, M., & Toivanen, M. (2018). Mathematics and outdoor photography experience – exploration of an approach to mathematical education, based on the theory of Dewey’s aesthetics. LUMAT: International Journal on Math, Science and Technology Education, 6(2), 146–166. https://doi.org/10.31129/LUMAT.6.2.317
Section
Special Issue: Out of School Learning