Abstract:

Teaching of mathematics at High school of Visual arts is a long term problem. Students usually do not have a motivation to learn mathematics because of many different reasons. The main goal of our research is to support a motivation and increase the students´ mathematical skills when they are working with fractions. Students’ motives to learn were tested by Triangle questionnaire. The question How to teach fractions and its understanding is a challenge for mathematics’ teachers at this type of school. According to an observation and standard school tasks we found out low level of fraction understanding of the first graders (15-16 years old students). Students also failed in tasks of special developed fraction test by Cypriot researchers Marilena Pantziara and George Philippou. We have created our own worksheets in which the tasks included fragments of visual arts. In our worksheets we demonstrated the representation of fractions by geometrical symmetric ornaments. The theoretical framework of our research came up from an Action research theory. Implementation of geometrical symmetrical ornaments to the teaching of mathematics supported cross-curricula relations between mathematics and visual arts.

Keywords:

Fractions, ornaments, motivation, fragments.