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SUMMARY:Maths\, Arts and Games for Digital Natives: Paradox Structures\, I
 mpossible Forms and Visual Illusions in Experience-Centered Mathematics Ed
 ucation - Dr Kristóf Fenyvesi\,  University of Jyväskylä
DTSTART:20150212T170000Z
DTEND:20150212T183000Z
UID:TALK57564@talks.cam.ac.uk
CONTACT:Pamela Burnard
DESCRIPTION:As attitude-researches point out\, students tend to sustain an
  aversion to mathematics\, while remaining largely ignorant of how deeply 
 embedded it is in the world around them. \n\nMost students however are abl
 e to recognize patterns and numerous research and empirical evidence indic
 ates that they become easily motivated (and even fascinated) when mathemat
 ical connections are presented in ways which relate to their experiences b
 y triggering their natural curiosities. PISA and TIMSS results and recomme
 ndations are that students should find education enjoyable\, develop self-
 belief and stamina to address challenging problems and situations. \n\nExp
 erience-centered education of mathematics through arts and playful activit
 ies might be an effective way to grasp the complex relationship between ma
 thematics attitudes and joy of learning and support the students in their 
 study achievements. \n\nCreating visual illusions\, paradox structures and
  ‘impossible’ forms through playful and artistic procedures\, holds an
  exciting pedagogical opportunity for raising students’ interest towards
  mathematics and natural sciences and technical aspects of visual arts. \n
 \nThe Experience Workshop Math-Art Movement has a number of pedagogical me
 thods\, which are connected to visual paradoxes and perspective illusions.
  There are certain digital games as well\, which employ visual illusions a
 s a part of their game mechanic. Most of these games were not designed as 
 an educational game\, but they may be used for educational purposes\, to c
 larify mathematical concepts behind and related to visual illusions (symme
 try\, perspective\, isometric projection etc.)\n\n*Bio*\n\n*Kristóf Fenyv
 esi* is a researcher of contemporary culture at University of Jyväskylä
 ’s Department of Art and Culture Studies\; director of community events 
 at the world largest art and mathematics community\, the Bridges Organizat
 ion (bridgesmathart.org)\; chief executive officer of International Symmet
 ry Association (symmetry.hu) and director of Experience Workshop – Inter
 national Math-Art Movement for Experience-centered Education of Mathematic
 s (www.experienceworkshop.hu). His main areas of research are mathematical
  connections in arts\, culture and education\; interdisciplinary aesthetic
 s and philosophy.\n\nFrom 2007\, he has been organizing scientific and edu
 cation events and exhibitions in the interdisciplinary field of mathematic
 al connections in visual arts\, design and culture and publishing related 
 research articles and editing books. His articles have appeared on fora su
 ch as The Notices of the American Mathematical Society\, MAA Focus – New
 smagazine of the Mathematical Association of America and the Bridges Confe
 rence Proceedings. His book\, Experience-centered approach and visuality i
 n the education of mathematics and physics (Fenyvesi et al.\, 2012)\, was 
 reviewed by the prestigious international Journal of Mathematics and the A
 rts (2013\, Vol. 7\, No. 2\, 87–88). The volume of collected articles\, 
 Aesthetics of Interdisciplinarity: The Mathematical Connections (eds. Feny
 vesi & Lähdesmäki) is accepted for publication by the Springer Birkhäus
 er and will appear in 2015.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DMB
 \, Room GS5
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