Publicações em Anaishttps://repositorio.ufsc.br/handle/123456789/2408112026-05-01T00:34:33Z2026-05-01T00:34:33ZBody and materiality from a perspective of visuality in mathematics educationFLORES, CLAUDIA REGINAWAGNER, DÉBORA REGINAKERSCHER-FRANCO, MÔNICA MARIAhttps://repositorio.ufsc.br/handle/123456789/2639312025-03-18T18:06:14Z2025-02-01T00:00:00ZBody and materiality from a perspective of visuality in mathematics education
FLORES, CLAUDIA REGINA; WAGNER, DÉBORA REGINA; KERSCHER-FRANCO, MÔNICA MARIA
We want to highlight the notion of “visuality”, which interrelates visual perception with sociocultural aspects, drawing attention to the active role of the gaze in the creation and invention of mathematical knowledge in the classroom. Through this poster , we aim to discuss how "visuality" can be a valuable concept, offering theoretical insights for research on the embodied nature of mathematical activity and learning.
2025-02-01T00:00:00ZMathematics and body entangled in workshops with artFLORES, CLÁUDIA REGINAKERSCHER-FRANCO, MONICA MARIAWAGNER, DÉBORA REGINAhttps://repositorio.ufsc.br/handle/123456789/2610972024-11-19T13:40:06Z2024-02-01T00:00:00ZMathematics and body entangled in workshops with art
FLORES, CLÁUDIA REGINA; KERSCHER-FRANCO, MONICA MARIA; WAGNER, DÉBORA REGINA
2024-02-01T00:00:00ZExperimentations in Mathematics Education with Art and VisualityFLORES, CLÁUDIA REGINAhttps://repositorio.ufsc.br/handle/123456789/2599132024-09-20T14:53:43Z2024-06-01T00:00:00ZExperimentations in Mathematics Education with Art and Visuality
FLORES, CLÁUDIA REGINA
“Art and Mathematics” has been considered in mathematics
education primarily for the possibility of teaching and learning mathematics
through art. Many reasons are implied in this: to give meaning to mathematics; to
motivate or contextualise teaching; to broaden mathematical visualization, among
others. However, neither colonizing art by mathematics nor instrumentalizing
mathematics by art, we have been considering this pair for the experimentations
that can happen in the exercise of thinking. Taking this into account, in this
presentation, first, I introduce the idea of visuality in differentiation with the
concept of visualization in mathematics education to point out some theoretical
concepts of the research. Then, I present some research works I have been
developing, especially those that have been effects of the production of a
methodological stance that occurs at the interface between paintings, visuality and
mathematics education. Finally, I draw some conclusions, outlining an ethical,
aesthetic, and political stance for teaching mathematics with arts.
2024-06-01T00:00:00ZVisuality and Mathematical Visualization: Seeking New FrontiersFlores, Cláudia Reginahttps://repositorio.ufsc.br/handle/123456789/2445592023-02-17T15:16:50Z2012-01-01T00:00:00ZVisuality and Mathematical Visualization: Seeking New Frontiers
Flores, Cláudia Regina
This paper aims to establish a new theoretical perspective which can provide reflections for the research of visualization in mathematics education. The history of how visual technologies have affected ways of seeing things leads to the understanding of the construction of mathematical looking. The concept of visuality, taken from the North American study on visual culture, is proposed here as a tool for analysing visual practices and mathematics education, explaining that visual thinking is shaped by means of visual regimes. Finally, it presents a discussion focused on benefits of visual culture and a commentary describes, by connecting theories, its potential for future research.
2012-01-01T00:00:00Z