# Implementation of ‘Mathematics in Art’ (SOI-DI-216)

## Mondrian’s art as a remedy in learning mathematics

Hi, I am Natalija Budinski and I have implemented the LS Mathematics in Art. This story of implementation describes how the Europeana resources, as well as the use of this LS, provided exciting learning possibilities for students with learning disabilities.

### Art as a motivation for learning mathematics

In Serbia students that have learning or any other disabilities can take part in regular lessons but they follow the individual curriculum created to shape their needs. During my teaching practice, I had two students in the second grade of high school that follow an individual curriculum.

In order to make geometry interesting and easy to understand for my students, I have prepared lessons that combine Mathematics and Art. I have noticed that students are more motivated to learn geometry when the concepts are visually illustrated. Art is very useful in this process since many times, artists use geometry to express themselves or their art.

### Art of Mondrian and its connection to Mathematics

The project combines Mathematics and Art in order to help students with learning disabilities to learn geometry shapes. The project is based on the selected LS which was very helpful in creating activities. Interesting content was adjusted and implemented in the Petro Kuzmjak school in the second grade of high school in order to help students (15-16 years old) with learning disabilities to get familiar with the geometrical shapes.

The art of famous Mondrian uses geometry and colours and students can easily understand concepts of geometrical shapes. Also, the activities increased the motivation to learn Mathematics and Art. The application of mathematical knowledge was illustrated since students researched about life around us.

### Conclusion

The learning scenario was adjusted to the needs of my students. Some of the ideas were used directly, and some were used in the adjusted form. For example, the task to measure line segments and to calculate the area of every colour of the painting was very interesting for my students. One additional task was added to my students. It was to draw their own interpretation of Mondrian’s art and give measurements. The result of my students can be seen in the figure below.

Do you find this story of implementation interesting? Why don’t you read about the learning scenario?

Mathematics in Art by Vesna Škreb Salamunić and Renata Brkanac

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