Learning mathematics through design: The anatomy of Escher’s World

Shaffer, D. W. (1997). Learning mathematics through design: The anatomy of Escher’s World. Journal of Mathematical Behavior, 16(2), 95-112. http://epistemicgames.org/cv/papers/jmb97.pdf

Abstract:

This article explores one example of an open learning environment created by combining mathematics and design activities in a “mathematics studio.” Two iterations of the mathematics studio experiment in a project at the MIT Media Laboratory know as Escher’s World suggest that: (a) students can learn about the mathematical concept of symmetry in a studio learning environment, (b) students learn to use visual thinking to solve mathematical problems in a studio learning environment, and (c) students develop a more positive attitude towards mathematics as a result of working in a studio learning environment. This article uses a qualitative research model to explore the specific characteristics of the mathematics studio that were influential in creating a successful learning environment — in particular, how expressive mathematics activities and expressive computational media give students a sense of control over their learning.