Divertimate: Propuesta didáctica con un enfoque de integración entre las matemáticas y las artes plásticas, desde el referente de la pintura

Abstract

This research aims to analyze experiences that have incorporated art as a pedagogical tool to strengthen the emotional and cognitive connection with school mathematics. It emerges from the recognition that many students experience mathematics as a distant, abstract discipline, or even as a source of anxiety. This proposal explores the transformative potential of art to reframe that relationship and, through the analysis of various activities, reveals its scope within the teaching process. Using a design-based approach with an interdisciplinary proposal that integrates visual and geometric elements, the study addresses mathematical concepts such as proportion, symmetry, spatial visualization, and geometric reasoning through an aesthetic and meaningful experience. The research phases, the design of the activities, and the implementation with 8th and 9th grade students foster the development of logical thinking, artistic sensitivity, and positive emotions toward mathematical knowledge. As a key outcome, the proposal positions the student as an active, sensitive, and reflective subject in their mathematics learning process. students as active, sensitive, and reflective subjects in their learning process.