Escher’s world: Learning symmetry through mathematics and art

Shaffer, D. W. (1997). Escher’s world: Learning symmetry through mathematics and art. Symmetry: Culture and Science, 8(3-4), 369-393. http://epistemicgames.org/cv/papers/EWsymmetry97.pdf
Abstract:

In recent years, mathematics educators have begun to call for reforms in mathematics learning that emphasize open environments rather than the traditional pedagogy of exposition and drill. This paper explores one example of an open learning environment created by combining mathematics and design activities in a “mathematics studio.” The paper looks at:(a) whether students can learn specific mathematics topics in a studio environment, (b) whether learning in such an environment will change the way in which students solve mathematical problems, and (c) whether learning in such an environment will change students’ attitude towards mathematics. Two iterations of the mathematics students’ attitude towards mathematics. Two iterations of the mathematics studio experiment in a project at the MIT Media Laboratory known 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.